Blocking as a friend of induction in verbal category learning.
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 sol...
| Publicado en: | Memory & Cognition Vol. 44; no. 7; pp. 1000 - 1014 |
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| Autores principales: | , |
| Formato: | Artículo |
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Springer Nature
Oct2016
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=118222626&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 118222626 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 0090502X MEG jtl: Memory & Cognition issn: 0090502X maglogo: N pubinfo: dt: Oct2016 vid: 44 iid: 7 pid: 237 pub: Springer Nature artinfo: ui: 118222626 10.3758/s13421-016-0615-x ppf: 1000 ppct: 14 formats: fmt: @attributes: type: P size: 545KB tig: atl: Blocking as a friend of induction in verbal category learning. aug: au: Sorensen, Linda Woltz, Dan affil: Urban Institute for Teacher Education , University of Utah , 1721 Campus Center Drive, SAEC 2248 Salt Lake City 84112 USA Department of Educational Psychology , University of Utah , Salt Lake City USA su: Learning Task performance Experimental design sug: subj: Learning Task performance Experimental design keyword: Blocking Categorization Induction Interleaving Blocking Categorization Induction Interleaving ab: 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. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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