Effects of sample size information and within- and between-category similarity on study choices in self-regulated learning.
Category learning is usually better supported by interleaved training (alternating between exemplars from different categories) than by blocked training (studying all exemplars within a category sequentially), yet when asked to choose between the two strategies most people endorse blocking as superi...
| Publicado en: | Memory & Cognition Vol. 53; no. 6; pp. 1767 - 1785 |
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| Autores principales: | , , , , |
| Formato: | Artículo |
| Publicado: |
Springer Nature
Aug2025
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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=187671950&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 187671950 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: Aug2025 vid: 53 iid: 6 pid: 237 pub: Springer Nature artinfo: ui: 187671950 10.3758/s13421-025-01682-4 ppf: 1767 ppct: 18 formats: fmt: – @attributes: type: T – @attributes: type: P size: 1.3MB tig: atl: Effects of sample size information and within- and between-category similarity on study choices in self-regulated learning. aug: au: Han, Linzhu Xie, Weiye Li, Peijuan Seger, Carol A. Liu, Zhiya affil: https://ror.org/01kq0pv72 Center for the Study of Applied Psychology, Key Laboratory of Mental Health and Cognitive Science of Guangdong Province, School of Psychology, South China Normal University, 55 Zhongshan Avenue West, 510631, Guangzhou, P. R. China https://ror.org/03k1gpj17 Department of Psychology and Program in Molecular, Cellular, and Integrative Neurosciences, Colorado State University, 1876 Campus Delivery, 80523, Fort Collins, CO, USA su: Task performance Decision making Learning Self-control Goal (Psychology) Motivation (Psychology) Cognition Research funding Sample size (Statistics) Questionnaires Descriptive statistics Autodidacticism Experimental design Professional employee training Concepts Data analysis software sug: subj: Task performance Decision making Learning Self-control Goal (Psychology) Motivation (Psychology) Cognition Research funding Sample size (Statistics) Questionnaires Descriptive statistics Autodidacticism Experimental design Professional employee training Concepts Data analysis software keyword: Category learning Psychology and Cognitive Sciences Psychology Self-regulated learning Similarity Category learning Psychology and Cognitive Sciences Psychology Self-regulated learning Similarity ab: Category learning is usually better supported by interleaved training (alternating between exemplars from different categories) than by blocked training (studying all exemplars within a category sequentially), yet when asked to choose between the two strategies most people endorse blocking as superior. We used a prototype category-learning task to examine the effects of between- and within-category similarity and knowledge of the number of stimuli to be studied on study sequencing choices during self-regulated learning. Across three experiments (including a complete replication), participants who viewed the number of stimuli in each category showed more interleaving in comparison with those who did not, indicating that participants adjusted their strategy based on the projected length of the study phase. Participants informed about the number of stimuli also showed greater interleaving when within-category similarity was high and greater blocking when within-category similarity was low; this difference was not found when participants were not told the number of stimuli to be studied. Between-category similarity did not affect degree of blocking versus interleaving. Overall, interleaving decreased over training and blocking increased. Most participants endorsed hybrid strategies in which blocking was combined with at least some interleaving on a metacognitive questionnaire, but when forced to choose between exclusive blocking and exclusive interleaving, the majority endorsed blocking. These results indicate that participants are sensitive to category structure and expectations about task length when choosing stimuli to study during self-regulated learning, and adjust their strategy across the time course of study. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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