Journal article
Study Sequence Matters for the Inductive Learning of Cognitive Concepts
Abstract
The sequence in which problems of different concepts are studied during instruction impacts concept learning. For example, several problems of a given concept can be studied together (blocking) or several problems of different concepts can be studied together (interleaving). In the current study, we demonstrate that the 2 sequences impact concept induction differently as they differ in the temporal spacing and the temporal juxtaposition of …
Authors
Sana F; Yan VX; Kim JA
Journal
Journal of Educational Psychology, Vol. 109, No. 1, pp. 84–98
Publisher
American Psychological Association (APA)
Publication Date
January 1, 2017
DOI
10.1037/edu0000119
ISSN
0022-0663