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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...
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| Published in: | Memory & cognition 2019-08, Vol.47 (6), p.1088-1101 |
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| Main Authors: | , , , , |
| Format: | Article |
| Language: | English |
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| cites | cdi_FETCH-LOGICAL-c485t-40c8d43555a39acb165284cab4efb79663d4403d86c9994fdafe9c597991d0e63 |
| container_end_page | 1101 |
| container_issue | 6 |
| container_start_page | 1088 |
| container_title | Memory & cognition |
| container_volume | 47 |
| creator | Foster, Nathaniel L. Mueller, Michael L. Was, Christopher Rawson, Katherine A. Dunlosky, John |
| description | 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. |
| doi_str_mv | 10.3758/s13421-019-00918-4 |
| format | article |
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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.</description><identifier>ISSN: 0090-502X</identifier><identifier>EISSN: 1532-5946</identifier><identifier>DOI: 10.3758/s13421-019-00918-4</identifier><identifier>PMID: 30877483</identifier><language>eng</language><publisher>New York: Springer US</publisher><subject>Artists ; Behavioral Science and Psychology ; Birds ; Cartoons ; Cognition & reasoning ; Cognitive Psychology ; Experiments ; Hypotheses ; Painters ; Psychology ; Schedules</subject><ispartof>Memory & cognition, 2019-08, Vol.47 (6), p.1088-1101</ispartof><rights>The Psychonomic Society, Inc. 2019</rights><rights>Copyright Springer Nature B.V. Aug 2019</rights><lds50>peer_reviewed</lds50><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c485t-40c8d43555a39acb165284cab4efb79663d4403d86c9994fdafe9c597991d0e63</citedby><cites>FETCH-LOGICAL-c485t-40c8d43555a39acb165284cab4efb79663d4403d86c9994fdafe9c597991d0e63</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://www.proquest.com/docview/2312461849/fulltextPDF?pq-origsite=primo$$EPDF$$P50$$Gproquest$$H</linktopdf><linktohtml>$$Uhttps://www.proquest.com/docview/2312461849?pq-origsite=primo$$EHTML$$P50$$Gproquest$$H</linktohtml><link.rule.ids>314,776,780,11668,21374,27903,27904,33590,33591,36039,36040,43712,44342,73967,74641</link.rule.ids><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/30877483$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>Foster, Nathaniel L.</creatorcontrib><creatorcontrib>Mueller, Michael L.</creatorcontrib><creatorcontrib>Was, Christopher</creatorcontrib><creatorcontrib>Rawson, Katherine A.</creatorcontrib><creatorcontrib>Dunlosky, John</creatorcontrib><title>Why does interleaving improve math learning? The contributions of discriminative contrast and distributed practice</title><title>Memory & cognition</title><addtitle>Mem Cogn</addtitle><addtitle>Mem Cognit</addtitle><description>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. 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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.</abstract><cop>New York</cop><pub>Springer US</pub><pmid>30877483</pmid><doi>10.3758/s13421-019-00918-4</doi><tpages>14</tpages><oa>free_for_read</oa></addata></record> |
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| ispartof | Memory & cognition, 2019-08, Vol.47 (6), p.1088-1101 |
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| subjects | Artists Behavioral Science and Psychology Birds Cartoons Cognition & reasoning Cognitive Psychology Experiments Hypotheses Painters Psychology Schedules |
| title | Why does interleaving improve math learning? The contributions of discriminative contrast and distributed practice |
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