Spacing and induction: application to exemplars presented as auditory and visual text

Zulkiply, Norehan, McLean, John, Burt, Jennifer S. and Bath, Debra (2012) Spacing and induction: application to exemplars presented as auditory and visual text. Learning and Instruction, 22 3: 215-221. doi:10.1016/j.learninstruc.2011.11.002


Author Zulkiply, Norehan
McLean, John
Burt, Jennifer S.
Bath, Debra
Title Spacing and induction: application to exemplars presented as auditory and visual text
Journal name Learning and Instruction   Check publisher's open access policy
ISSN 0959-4752
1873-3263
Publication date 2012-06-01
Year available 2011
Sub-type Article (original research)
DOI 10.1016/j.learninstruc.2011.11.002
Volume 22
Issue 3
Start page 215
End page 221
Total pages 7
Place of publication Kidlington, Oxford, United Kingdom
Publisher Pergamon
Language eng
Abstract It is an established finding that spacing repetitions generally facilitates memory for the repeated events. However, the effect of spacing of exemplars on inductive learning is not really known. Two experiments using textual material were conducted to investigate the effect of spacing on induction. Experiment 1 and 2 extended the generality of recently observed spacing benefits to texts, regardless of whether they were visually or aurally presented. Interestingly, participants in both experiments judged massing to be more effective than spacing though their performance showed the opposite. Possible explanations for the superiority of the spaced condition over the massed condition in inductive learning, practical implications of the present study and suggestions for future research are discussed.
Keyword Spacing effect
Inductive learning
Category learning
Category induction
Category discrimination
Q-Index Code C1
Q-Index Status Confirmed Code
Institutional Status UQ

Document type: Journal Article
Sub-type: Article (original research)
Collections: Official 2013 Collection
School of Psychology Publications
 
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Created: Tue, 02 Apr 2013, 18:41:35 EST by Dr Jennifer Burt on behalf of School of Psychology