Why does interleaving improve math learning? The contributions of discriminative contrast and distributed practice.
Interleaved practice involves studying exemplars from different categories in a non-systematic, pseudorandom order under the constraint that no two exemplars from the same category are presented consecutively. Interleaved practice of materials has been shown to enhance test performance compared to b...
| Publicado en: | Memory & Cognition Vol. 47; no. 6; pp. 1088 - 1102 |
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| Autores principales: | , , , , |
| Formato: | Artículo |
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Springer Nature
Aug2019
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| Materias: | |
| 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=137871384&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 137871384 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: Aug2019 vid: 47 iid: 6 pid: 237 pub: Springer Nature artinfo: ui: 137871384 10.3758/s13421-019-00918-4 ppf: 1088 ppct: 14 formats: fmt: – @attributes: type: T – @attributes: type: P size: 1.8MB tig: atl: Why does interleaving improve math learning? The contributions of discriminative contrast and distributed practice. aug: au: Foster, Nathaniel L. Mueller, Michael L. Was, Christopher Rawson, Katherine A. Dunlosky, John affil: Department of Psychology, St. Mary's College of Maryland, 47645 College Dr., 20686, St. Mary's City, MD, USA Kent State University, 800 East Summit St., 44240, Kent, OH, USA su: Task performance Learning strategies Mathematics sug: subj: Task performance Learning strategies Mathematics keyword: Distributed practice effect Interleaved practice Math learning Practice schedules Distributed practice effect Interleaved practice Math learning Practice schedules ab: Interleaved practice involves studying exemplars from different categories in a non-systematic, pseudorandom order under the constraint that no two exemplars from the same category are presented consecutively. Interleaved practice of materials has been shown to enhance test performance compared to blocked practice in which exemplars from the same category are studied together. Why does interleaved practice produce this benefit? We evaluated two non-mutually exclusive hypotheses, the discriminative-contrast hypothesis and the distributed-practice hypothesis, by testing participants' performance on calculating the volume of three-dimensional geometric shapes. In Experiment 1, participants repeatedly practiced calculating the volume of four different-sized shapes according to blocked practice, interleaved practice, or remote-interleaved practice (which involved alternating the practice of volume calculation with non-volume problems, like permutations and fraction addition). Standard interleaving enhanced performance compared to blocked practice but did not produce enhanced performance compared to remote interleaving. In Experiment 2, we replicated this pattern and extended the results to include a remote-blocked group, which involved blocking volume calculation with non-volume problems. Performance on key measures was better for remote-interleaved groups compared to remote-blocked groups, a finding that supports the distributed-practice hypothesis. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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