Spacing and induction: Application to exemplars presented as auditory and visual text

Zulkiply, Norehan; McLean, John P.; Burt, Jennifer S.; Bath, Debra

doi:10.1016/j.learninstruc.2011.11.002

Cited by 60 publications

(72 citation statements)

References 28 publications

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“…Importantly, however, even when interleaving is beneficial, it may seem counterproductive: The great majority of the participants in the present study, as well as those in prior studies (Kornell & Bjork, 2008;Kornell et al, 2010;Wahlheim et al, 2011;Zulkiply et al, 2012), judged that they had learned more effectively with blocked than with interleaved study. Thus, a bit of practical advice to learners and educators seems warranted: If your intuition tells you to block, you should probably interleave.…”

Section: Concluding Commentmentioning

confidence: 54%

“…Kornell and Bjork's (2008) findings were replicated by Kornell, Castel, Eich, and Bjork (2010) with older adults as participants. Furthermore, Zulkiply, McLean, Burt, and Bath (2012) found similar results when their participants read case studies exemplifying different psychological disorders in an inductive-learning experiment, and Vlach, Sandhofer, and Kornell (2008) found similar results when three-yearold children learned the names of novel objects on the basis of induction. Additionally, Kornell and Bjork's results have been replicated by Kang and Pashler (2012), Zulkiply and Burt (in press), and Wahlheim, Dunlosky, and Jacoby (2011).…”

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confidence: 73%

“…There may be situations in which it is advantageous to block such learning trials, as has been demonstrated using artificial laboratory tasks, particularly when it is difficult to discern similarities among the exemplars of a category. In the case of naturalistic categories, however, the data thus far are fairly unanimous in demonstrating the benefits of interleaving over blocking (Kang & Pashler, 2012;Kornell & Bjork, 2008;Kornell et al, 2010;Taylor & Rohrer, 2010;Wahlheim et al, 2011;Zulkiply & Burt, in press;Zulkiply et al, 2012).…”

Section: Concluding Commentmentioning

confidence: 99%

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Why interleaving enhances inductive learning: The roles of discrimination and retrieval

et al. 2012

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Kornell and Bjork (Psychological Science 19:585-592, 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 26:97-103, 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.Keywords Categorization . Induction . Interleaving . Spacing . MetacognitionPeople accumulate a great deal of knowledge via inductive learning. Children, for example, learn concepts such as boat or fruit by being exposed to exemplars of those categories and inducing the commonalities that define the concepts.Later in life, we might learn to distinguish between different species of butterflies or birds, as in the present research. Such inductive learning is critical in making sense of events, objects, and actions-and, more generally, in structuring and understanding our world. In the present research, we examined how exemplars of to-be-learned categories should be sequenced and spaced in order to optimize inductive learning. Kornell and Bjork (2008) investigated the effect of study schedules on inductive learning-specifically, learning artists' painting styles from exemplars of their paintings. Images of six paintings by each of 12 artists were presented for study, with the artist's name displayed below each painting. The paintings by half of the artists were blocked (i.e., all six paintings by a given artist were shown consecutively), whereas the paintings by the other six artists were interleaved (i.e., mixed together). After the learning phase, participants were shown new paintings by each of the 12 artists and were asked to identify which artist had painted each new painting. Kornell and Bjork found that interleaving artists' paintings led to better performance on this inductive task than did blocking-even though participants consistently believed that blocking, rather than interleaving, had been more helpful for learning the artists' styles.

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Section: Concluding Commentmentioning

confidence: 54%

mentioning

confidence: 73%

Section: Concluding Commentmentioning

confidence: 99%

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Why interleaving enhances inductive learning: The roles of discrimination and retrieval

et al. 2012

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“…Successful induction demands that learners find similarities between exemplars from the same category while discriminating between exemplars from different categories (Zulkiply et al, 2012). A combination of high between-category similarity and low within-category similarity within a stimulus set presents a considerable categorization challenge for participants (Carvalho & Goldstone, 2015), and our learning task incorporated a moderate amount of each.…”

Section: Discussionmentioning

confidence: 99%

“…Kornell and Bjork's (2008) surprising findings sparked related research, including their own replications of the results with older adults (Kornell et al, 2010) and younger children (Vlach, Sandhofer, & Kornell, 2008). With a young adult sample, Zulkiply, McLean, Burt, and Bath (2012) extended the findings to verbal stimuli presented both auditorily and visually. Importantly for our purposes, a few studies have examined issues related to interleaving, in addition to temporally spacing the stimuli.…”

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confidence: 89%

Blocking as a friend of induction in verbal category learning

Sorensen

2016

Mem Cogn

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We conducted an experiment to investigate the influences of interleaved versus blocked presentation of disparate verbal exemplars on the induction of category concepts. The practice schedules of four experimental groups were juxtaposed such that sets of exemplar-category associations were either solved in succession (i.e., blocked), systematically intermixed (i.e., interleaved), or presented with an incremental transition from blocked to interleaved practice. Counter to current trends in the literature, in which interleaving alone has been facilitative of induction in some tasks, we found that participants whose initial exposure to the category exemplars involved blocked presentation performed better in both implicit and explicit tests of concept learning. The results are discussed with respect to the impacts of task type, task difficulty, and exemplar relatedness on induction.

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Education and Memory

Putnam

Roediger

2018

Stevens' Handbook of Experimental Psychology and Cognitive Neuroscience

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How can psychology research be used to improve education? In this chapter we review empirical research on learning and memory that has the potential to enhance classroom education. First we identify several basic principles of memory. Then we explore seven tools for enhancing learning: spaced practice, interleaving, retrieval practice, elaborative interrogation, self‐explanation, mnemonics, and self‐regulated learning. In reviewing each strategy we highlight laboratory research and research conducted in representative educational contexts, along with identifying directions for future research. We end by addressing some potential concerns with applying memory research to educational settings. Throughout we argue that conducting research with an eye toward educational applications not only contributes to educational practice but also enables researchers to explore learning and memory in a more realistic context.

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Spacing and induction: Application to exemplars presented as auditory and visual text

Cited by 60 publications

References 28 publications

Why interleaving enhances inductive learning: The roles of discrimination and retrieval

Why interleaving enhances inductive learning: The roles of discrimination and retrieval

Blocking as a friend of induction in verbal category learning

Education and Memory

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