Effect of Interleaving Exemplars Presented as Auditory Text on Long- term Retention in Inductive Learning

Zulkiply, Norehan

doi:10.1016/j.sbspro.2013.10.228

Cited by 7 publications

(9 citation statements)

References 20 publications

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“…(2016). These were something of an outlier; among the examples of psychology concept definitions provided in Appendix A of Zulkiply (2013, p. 244), the longest text is 124 words long (an example of schizophrenia, labelled as ‘category TEM’). The longest example paragraph provided by Dobson (2011) is 55 words long, and the longest in Rawson et al .…”

Section: Narrative Synthesismentioning

confidence: 99%

“…Out of the studies in Table 3, Zulkiply (2013) and the Carvalho and Goldstone studies were the only ones to directly compare immediate versus long‐term retention. While performance was (unsurprisingly) somewhat worse after a delay, all three of these studies found no significant interactions between interleaving and an immediate/delayed condition.…”

Section: Narrative Synthesismentioning

confidence: 99%

“…We noticed high levels of heterogeneity among this group: a Q value (12 df, p = 0.00) of 45.4; I‐squared = 73.6; Tau squared = 0.04. Analysis revealed that Metcalfe and Xu (2016) (effect size + 1.08), Zulkiply (2013) (effect size 1.00), Guzman‐Munoz (2017, experiment 2) (effect size + 0.84) and Kornell and Bjork (2008) (effect size + 0.80) were outliers when viewed on a funnel plot (see Figure 3). Their removal yielded improved heterogeneity ( Q ‐value = 8.64 [8 df; p = 0.37]; I‐squared = 7.38; Tau squared = 0.001).…”

Section: Meta‐analysismentioning

confidence: 99%

“…The science‐based datasets ( n = 5) also showed one outlier: Zulkiply (2013). A sensitivity analysis with the outlier removed resulted in the following findings: g = 0.38 ( p < 0.001, 95% CI [0.25, 0.51]).…”

Section: Meta‐analysismentioning

confidence: 99%

See 3 more Smart Citations

A systematic review of interleaving as a concept learning strategy

Firth

Rivers

Boyle

2021

Review of Education

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A systematic review was conducted into the effect of interleaving the order of examples of concepts in terms of both memory of items and transfer to new items. This concept has important implications for how and when teachers present examples in the classroom. A total of 26 studies met the inclusion criteria; a subset of 17 studies (with 32 constituent datasets) formed the basis of a meta‐analysis, and the remainder were analysed within a narrative review. Memory (as tested by presenting studied items from a learned category) showed an interleaving benefit with effect sizes (Hedges’ g) of up to 0.65, and transfer (as tested by presenting novel items from a learned category) a benefit with effect sizes of up to 0.66. Interleaving was found to be of greatest use when differences between items are subtle, and the benefit extended to both art‐ and science‐based items, with implication for practitioner decisions over how and when to apply the technique. It also extended to delayed tests. The review revealed that the literature is dominated by laboratory studies of university undergraduates, and the need for future school‐based research using authentic classroom tasks is outlined.

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Section: Narrative Synthesismentioning

confidence: 99%

Section: Narrative Synthesismentioning

confidence: 99%

Section: Meta‐analysismentioning

confidence: 99%

Section: Meta‐analysismentioning

confidence: 99%

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A systematic review of interleaving as a concept learning strategy

Firth

Rivers

Boyle

2021

Review of Education

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“…A growing body of evidence has shown that reading interleaved expository texts benefits category learning to a higher extent than reading texts sequenced in a canonical way (Helsdingen, van Gog, & van Merriënboer, 2011). For example, juxtaposing cases of psychological disorders via interleaving increased the likelihood of making comparisons during the study phase and consequently of correctly categorizing new cases during the immediate (Zulkiply, McLean, Burt, & Bath, 2012) and delayed final test (Zulkiply, 2013). Over and above, interleaved presentation of belief‐consistent and belief‐inconsistent texts fosters the processing and comprehension of belief‐inconsistent information (Maier, Richter, & Britt, 2018).…”

Section: Introductionmentioning

confidence: 99%

Spontaneous inferential processing while reading interleaved expository texts enables learners to discover the underlying regularities

Abel

Niedling

Hänze

2020

Applied Cognitive Psychology

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Recent studies on text sequencing found learning advantages of interleaving over blocking in terms of high-level inferences. We conducted a 2 × 2 × 2 mixed factorial experiment with college students (n = 117) by manipulating text sequence (interleaved vs. blocked) and self-questioning activity while reading (spontaneous vs. prompted) between subjects and testing delay (immediately vs. 1-week delay) within subjects. Results revealed that students are spontaneously engaged in selfquestioning and inferential processing while reading an interleaved text. Students who were spontaneously engaged while reading an interleaved text outperformed their counterparts in all other conditions in the immediate and delayed test on comparative reasoning, inductive reasoning, and memorization of factual details. The learning advantages were mediated by inductive inferences made while reading an interleaved text. Results support the discriminative contrast view that readers are encouraged to discover the underlying regularities when differences and similarities among categories are accentuated by their juxtaposition.

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Brokering knowledge from laboratory experiments in evidence‐based education: The case of interleaving

Rowlandson,

Simpson

2024

British Educational Res J

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The turn to ‘evidence‐based education’ in the past three decades favours one type of evidence: experiment. Knowledge brokers ground recommendations for classroom practice on reports of experimental research. This paper distinguishes field and laboratory experiments, on the basis of control and precision of causal ascription. Briefly noting problems with knowledge brokers’ extrapolating from field experiments, the paper's main focus is on extrapolating from laboratory experiments, using the case of ‘interleaving’. It argues that knowledge brokers often extrapolate from laboratory experiments as if they are field experiments. By considering both laboratory and ‘extra‐lab’ interleaving studies, it suggests that an alternative extrapolation—creating laboratory effects in the classroom—has little pedagogical value. The conclusion suggests focussing on mechanisms, contexts and outcomes as a more useful basis for brokering pedagogical knowledge from laboratory experiments.

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Effect of Interleaving Exemplars Presented as Auditory Text on Long- term Retention in Inductive Learning

Cited by 7 publications

References 20 publications

A systematic review of interleaving as a concept learning strategy

A systematic review of interleaving as a concept learning strategy

Spontaneous inferential processing while reading interleaved expository texts enables learners to discover the underlying regularities

Brokering knowledge from laboratory experiments in evidence‐based education: The case of interleaving

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