The benefits of interleaved and blocked study: Different tasks benefit from different schedules of study
The benefits of interleaved and blocked study: Different tasks benefit from different schedules of study
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DOI：
10.3758/s13423-014-0676-4
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发表时间：
2015-02-01
影响因子：
3.5
通讯作者：
Goldstone, Robert L.
中科院分区：
文献类型：
--
作者：
Carvalho, Paulo F.;Goldstone, Robert L.
关于在归纳类别学习期间应如何研究信息的研究表明，类别交错和按类别分块都有益于学习。先前的工作表明，可以通过考虑类别内和类别间的相似性关系来协调这种混合证据。在本文中，我们提出了一个新的调节因素。在两个实验中，一组参与者主动研究类别（通过研究没有正确类别分配的对象并主动找出类别是什么），要么是交错的，要么是阻塞的。另一组被动地研究相同的类别（同时提供对象和正确的类别分配）。随后的泛化任务的结果表明，交错式学习或分块式学习能否带来更好的学习效果取决于学习是主动的还是被动的。对这些结果的一种解释是，不同的呈现顺序和任务会促进对刺激成分的不同注意力模式。被动学习和阻塞促进关注类别内的共性，而主动学习和交错则促进关注类别之间的差异。
Research on how information should be studied during inductive category learning has identified both interleaving of categories and blocking by category as beneficial for learning. Previous work suggests that this mixed evidence can be reconciled by taking into account within- and between-category similarity relations. In this article, we present a new moderating factor. Across two experiments, one group of participants studied categories actively (by studying the objects without correct category assignment and actively figuring out what the category was), either interleaved or blocked. Another group studied the same categories passively (objects and correct category assignment were simultaneously provided). Results from a subsequent generalization task show that whether interleaved or blocked study results in better learning depends on whether study is active or passive. One account of these results is that different presentation sequences and tasks promote different patterns of attention to stimulus components. Passive learning and blocking promote attending to commonalities within categories, while active learning and interleaving promote attending to differences between categories.