Why interleaving enhances inductive learning: the roles of discrimination and retrieval.
Mem Cognit
; 41(3): 392-402, 2013 Apr.
Article
em En
| MEDLINE
| ID: mdl-23138567
ABSTRACT
Kornell and Bjork (Psychological science 19585-592, 2008) found that interleaving exemplars of different categories enhanced inductive learning of the concepts based on those exemplars. They hypothesized that the benefit of mixing exemplars from different categories is that doing so highlights differences between the categories. Kang and Pashler (Applied cognitive psychology 2697-103, 2012) obtained results consistent with this discriminative-contrast hypothesis:
Interleaving enhanced inductive learning, but temporal spacing, which does not highlight category differences, did not. We further tested the discriminative-contrast hypothesis by examining the effects of interleaving and spacing, as well as their combined effects. In three experiments, using photographs of butterflies and birds as the stimuli, temporal spacing was harmful when it interrupted the juxtaposition of interleaved categories, even when total spacing was held constant, supporting the discriminative-contrast hypothesis. Temporal spacing also had value, however, when it did not interrupt discrimination processing.
Texto completo:
1
Base de dados:
MEDLINE
Assunto principal:
Rememoração Mental
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Formação de Conceito
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Discriminação Psicológica
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Aprendizagem
Tipo de estudo:
Prognostic_studies
Limite:
Adolescent
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Adult
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Female
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Humans
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Male
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Middle aged
Idioma:
En
Ano de publicação:
2013
Tipo de documento:
Article