期刊
PSYCHONOMIC BULLETIN & REVIEW
卷 22, 期 1, 页码 281-288出版社
SPRINGER
DOI: 10.3758/s13423-014-0676-4
关键词
Interleaving; Blocking; Category learning; Comparison; Inductive learning
资金
- PHS HHS [R305A1100060] Funding Source: Medline
- Direct For Education and Human Resources
- Division Of Research On Learning [0910218] Funding Source: National Science Foundation
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.
作者
我是这篇论文的作者
点击您的名字以认领此论文并将其添加到您的个人资料中。
推荐
暂无数据