Long-Lasting Effects of an Instructional Intervention on Interleaving Preference in Inductive Learning and Transfer
Long-Lasting Effects of an Instructional Intervention on Interleaving Preference in Inductive Learning and Transfer
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DOI：
10.1007/s10648-022-09666-5
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发表时间：
2022-03
影响因子：
10.1
通讯作者：
Yuqing Sun;A. Shi;Wenbo Zhao;Yumeng Yang;Baike Li;Xiao Hu;D. Shanks;Chunliang Yang;Liang Luo
中科院分区：
文献类型：
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作者：
Yuqing Sun;A. Shi;Wenbo Zhao;Yumeng Yang;Baike Li;Xiao Hu;D. Shanks;Chunliang Yang;Liang Luo
以交错方式观察类别样本比阻塞（集中）呈现更有利于归纳学习，这种现象称为归纳学习的交错效应。然而，人们往往错误地认为集中学习比交叉学习更有益，学习者在自我调节学习中更喜欢前者。我们报告了四个实验，旨在探讨是否明确的指令，其中包括个人的表现反馈和交错效应的结果，从以前的研究，可以（1）纠正元认知错觉的交错效应，（2）促进自我就业的交错，（3）促进类别学习。此外，本研究还探讨了（4）干预效果是否持久和（5）可转移到其他领域的类别学习。实验1-4建立了有效的教学干预，以提高元认知欣赏的交错效果，促进自主就业的交错，并促进学习新的类别。干预效果是持久的（至少24小时;实验2），并转移到不同领域的类别学习（实验3和4）。这些发现支持了教学干预的实际应用。
Observing category exemplars in an interleaved manner is more beneficial for inductive learning than blocked (massed) presentation, a phenomenon termed theinterleaving effect on inductive learning. However, people tend to erroneously believe that massed is more beneficial than interleaved learning, and learners prefer the former during self-regulated learning. We report four experiments designed to investigate whether explicit instructions, which include individual performance feedback and the interleaving effect results from previous research, can (1) correct metacognitive illusions regarding the interleaving effect, (2) promote self-employment of interleaving, and (3) facilitate category learning. In addition, the current study explored (4) whether the intervention effect is long-lasting and (5) transferable to learning of categories in other domains. Experiments 1–4 established the effectiveness of the instruction intervention to enhance metacognitive appreciation of the interleaving effect, to promote self-employment of interleaving, and to facilitate learning of new categories. The intervention effect was long-lasting (at least 24 h; Experiment 2), and transferable to learning of categories in different domains (Experiments 3 and 4). These findings support the practical use of the instruction intervention.