The exemplar interleaving effect in inductive learning: moderation by the difficulty of category discriminations

Zulkiply, Norehan and Burt, Jennifer S. (2013) The exemplar interleaving effect in inductive learning: moderation by the difficulty of category discriminations. Memory & Cognition, 41 1: 16-27. doi:10.3758/s13421-012-0238-9


Author Zulkiply, Norehan
Burt, Jennifer S.
Title The exemplar interleaving effect in inductive learning: moderation by the difficulty of category discriminations
Journal name Memory & Cognition   Check publisher's open access policy
ISSN 0090-502X
1532-5946
Publication date 2013-01-01
Year available 2012
Sub-type Article (original research)
DOI 10.3758/s13421-012-0238-9
Open Access Status Not yet assessed
Volume 41
Issue 1
Start page 16
End page 27
Total pages 12
Place of publication New York, NY, United States
Publisher Springer
Language eng
Abstract Recent research demonstrates a spacing effect in inductive learning. Spacing different individual exemplars apart in time, rather than massing them together, aids in the learning of categories. Experiment 1 examined whether it is interleaving or temporal spacing that is critical to the spacing effect in the situation wherethe memory load is high, and the results favored interleaving. Experiment 2 examined the effect of the difficulty of the category discrimination on presentation style (massed vs. spaced) in inductive learning, and the results demonstrated that spacing (i.e., interleaving of exemplars from different categories) is advantageous for low-discriminabilty categories, whereas massing is more effective for high-discriminability categories. In contrast to these performance measures, massing was judged by participants to be more effective than spacing in both discriminability conditions, even when performance for low-discriminability categories showed the opposite.
Keyword Spacing effect
Inductive learning
Category learning
Category induction
Category discrimination
Q-Index Code C1
Q-Index Status Confirmed Code
Institutional Status UQ
Additional Notes Published online: 11 August 2012.

Document type: Journal Article
Sub-type: Article (original research)
Collections: Official 2013 Collection
School of Psychology Publications
 
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