Interleaving Benefits the Learning of Complex Perceptual Categories: Evidence against the Discriminative-Contrast Hypothesis

Autor/inn/en	Yan, Veronica X.; Sana, Faria
Titel	Interleaving Benefits the Learning of Complex Perceptual Categories: Evidence against the Discriminative-Contrast Hypothesis
Quelle	In: Journal of Cognitive Education and Psychology, 18 (2019) 1, S.35-51 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Yan, Veronica X.) ORCID (Sana, Faria)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1945-8959
DOI	10.1891/1945-8959.18.1.35
Schlagwörter	Learning Processes; Learning Strategies; Discrimination Learning; Learning Theories; Prediction; Adult Learning; Adults; Task Analysis; Metacognition; Interference (Learning); Logical Thinking + Suchen Sie Ihr Suchwort? Learning process; Lernprozess; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Lernen; Learning theory; Lerntheorie; Vorhersage; Adulte education; Adult training; Erwachsenenbildung; Aufgabenanalyse; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition
Abstract	Interleaving examples of to-be-learned categories, rather than blocking examples by category, frequently enhances category induction. The presently dominant theory is that interleaving promotes discriminative-contrast, and suggests that category similarity structure modulates this interleaving benefit: that blocking should benefit learning when within-category similarity is low and that interleaving should benefit learning when between-category similarity is low. We test whether predictions of this hypothesis hold when generalized to real, complex categories artists' painting styles. Specifically, we test two predictions: (a) that within- and between-category structure should modulate the interleaving benefit (Exp 1a and 1b) and (b) that deliberately juxtaposing similar examples by different artists to highlight their key differences should improve learning (Exp 2a and 2b). We did not, however, find evidence that the discriminative-contrast hypothesis explains the interleaving benefit for complex, perceptual categories. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01