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Combining Blocked and Interleaved Presentation During Passive Study and Its Effect on Inductive Learning

Wright, Emily Gail
http://rave.ohiolink.edu/etdc/view?acc_num=dayton1492602935015415

Abstract Details

2017, Master of Arts (M.A.), University of Dayton, Psychology, General.
Past research has shown that interleaved presentation produces better recall when compared to blocked presentation. However, the structure of the study session can alter the effectiveness of interleaved over blocked study. Kost, Carvalho, and Goldstone (2015) found that repeating study items resulted in a benefit of blocked over interleaved presentation when items were studied actively. However, the effect of repetition during passive study, as well as the combination of both blocked and interleaved presentation during repeated study, remains unknown. The present experiment replicated the method of Kost and colleagues’ (2015) to evaluate a combined method which involves the presentation of study items in blocks followed by the repeated presentation of the same study items in interleaved order. The experiment also aimed to extend the findings of Kost and colleagues by evaluating the effectiveness of interleaved versus blocked presentation when participants study items passively. Combined presentation and interleaved-only presentation resulted in higher test performance than blocked-only presentation, but there was no significant difference between interleaved presentation and combined presentation.
Robert Crutcher, Ph.D. (Advisor)
Benjamin Kunz, Ph.D. (Committee Member)
Greg Elvers, Ph.D. (Committee Member)
51 p.
Cognitive Psychology
interleaving; blocking; inductive learning; cognitive psychology

Recommended Citations

Citations

  • Wright, E. G. (2017). Combining Blocked and Interleaved Presentation During Passive Study and Its Effect on Inductive Learning [Master's thesis, University of Dayton]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1492602935015415

    APA Style (7th edition)

  • Wright, Emily. Combining Blocked and Interleaved Presentation During Passive Study and Its Effect on Inductive Learning. 2017. University of Dayton, Master's thesis. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=dayton1492602935015415.

    MLA Style (8th edition)

  • Wright, Emily. "Combining Blocked and Interleaved Presentation During Passive Study and Its Effect on Inductive Learning." Master's thesis, University of Dayton, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1492602935015415

    Chicago Manual of Style (17th edition)

dayton1492602935015415
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This open access ETD is published by University of Dayton and OhioLINK.