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ERIC Number: EJ1134099
Record Type: Journal
Publication Date: 2017
Pages: 17
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0144-3410
EISSN: N/A
The Advantage of Mixing Examples in Inductive Learning: A Comparison of Three Hypotheses
Guzman-Munoz, Francisco Javier
Educational Psychology, v37 n4 p421-437 2017
Mixing examples of different categories (interleaving) has been shown to promote inductive learning as compared with presenting examples of the same category together (massing). In three studies, we tested whether the advantage of interleaving is exclusively due to the mixing of examples from different categories or to the temporal gap introduced between presentations. In addition, we also tested the role of working memory capacity (WMC). Results showed that the mixing of examples might be the key component that determines improved induction. WMC might also be involved in the interleaving effect: participants with high spans seemed to profit more than participants with low spans from interleaved presentations. Our findings have relevant implications for education. Practice schedules should be individually customised so society as a whole can profit from differences between learners.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Netherlands
Grant or Contract Numbers: N/A