Department of Psychology, University of California, Los Angeles, 1285 Franz Hall, Box 951563, Los Angeles, CA 90095-1563, USA.
Mem Cognit. 2013 Apr;41(3):392-402. doi: 10.3758/s13421-012-0272-7.
Kornell and Bjork (Psychological science 19:585-592, 2008) found that interleaving exemplars of different categories enhanced inductive learning of the concepts based on those exemplars. They hypothesized that the benefit of mixing exemplars from different categories is that doing so highlights differences between the categories. Kang and Pashler (Applied cognitive psychology 26:97-103, 2012) obtained results consistent with this discriminative-contrast hypothesis: Interleaving enhanced inductive learning, but temporal spacing, which does not highlight category differences, did not. We further tested the discriminative-contrast hypothesis by examining the effects of interleaving and spacing, as well as their combined effects. In three experiments, using photographs of butterflies and birds as the stimuli, temporal spacing was harmful when it interrupted the juxtaposition of interleaved categories, even when total spacing was held constant, supporting the discriminative-contrast hypothesis. Temporal spacing also had value, however, when it did not interrupt discrimination processing.
科内尔和比约克（2008 年，《心理科学》，第 19 卷，第 585-592 页）发现，交错不同类别范例可以增强基于这些范例的概念的归纳学习。他们假设，混合来自不同类别的范例的好处在于，这样做突出了类别之间的差异。康和帕什勒（2012 年，《应用认知心理学》，第 26 卷，第 97-103 页）得到了与这一区分对比假说一致的结果：交错增强了归纳学习，但时间间隔并没有突出类别差异，因此没有增强。我们通过检查交错和间隔的效果以及它们的组合效果，进一步检验了区分对比假说。在三个实验中，我们使用蝴蝶和鸟类的照片作为刺激，时间间隔在干扰交错类别的并置时是有害的，即使总间隔保持不变，这支持了区分对比假说。然而，当时间间隔不干扰区分处理时，它也有价值。
