The spacing effect in remote information-integration category learning.
Mem Cognit
; 2024 Apr 29.
Article
en En
| MEDLINE
| ID: mdl-38684557
ABSTRACT
The present experiments examined whether the temporal distribution of procedural category learning experiences would impact learning outcomes. Participants completed the remote category learning experiments on a smartphone in one of two learning conditions massed or distributed. Consistent with expectations, distributed learners in both experiments reached higher accuracy levels than massed learners. In Experiment 1 the effect disappeared after accounting for reaction time differences, suggesting that it was driven by attentional mechanisms. In Experiment 2, the spacing advantage was only present for previously studied items during a post-learning test, suggesting a role of consolidation. In both experiments, it seems likely that temporal spacing helped participants discover the optimal information-integration categorization strategy. These results suggest that adult category learning is facilitated by temporal spacing. Future work may further explore the effects of temporal and contextual distinctiveness of learning experiences on category learning outcomes.
Texto completo:
1
Colección:
01-internacional
Base de datos:
MEDLINE
Idioma:
En
Revista:
Mem Cognit
Año:
2024
Tipo del documento:
Article
País de afiliación:
Canadá
Pais de publicación:
Estados Unidos