Department of Psychological and Brain Sciences, Indiana University Bloomington, IN, USA.
Front Psychol. 2014 Aug 22;5:936. doi: 10.3389/fpsyg.2014.00936. eCollection 2014.
Studying different concepts by frequently alternating between them (i.e., interleaving), improves discriminative contrast between different categories, while studying each concept in separate blocks emphasizes the similarities within each category. Interleaved study has been shown to improve learning of high similarity categories by increasing between-category comparison, while blocked study improves learning of low similarity categories by increasing within-category comparison. In addition, interleaved study presents greater temporal spacing between repetitions of each category compared to blocked study, which might present long-term memory benefits. In this study we asked if the benefits of temporal spacing would interact with the benefits of sequencing for making comparisons when testing was delayed, particularly for low similarity categories. Blocked study might be predicted to promote noticing similarities across members of the same category and result in short-term benefits. However, the increase in temporal delay between repetitions inherent to interleaved study might benefit both types of categories when tested after a longer retention interval. Participants studied categories either interleaved or blocked and were tested immediately and 24 h after study. We found an interaction between schedule of study and the type of category studied, which is consistent with the differential emphasis promoted by each sequential schedule. However, increasing the retention interval did not modulate this interaction or resulted in improved performance for interleaved study. Overall, this indicates that the benefit of interleaving is not primarily due to temporal spacing during study, but rather due to the cross-category comparisons that interleaving facilitates. We discuss the benefits of temporal spacing of repetitions in the context of sequential study and how it can be integrated with the attentional bias hypothesis proposed by Carvalho and Goldstone (2014a).
通过频繁地在不同概念之间交替学习（即交错学习）可以提高不同类别之间的辨别对比度，而在单独的模块中学习每个概念则强调每个类别内部的相似性。交错学习已被证明可以通过增加类别间的比较来提高高相似度类别的学习效果，而阻塞学习则通过增加类别内的比较来提高低相似度类别的学习效果。此外，交错学习在每个类别重复之间呈现出更大的时间间隔，与阻塞学习相比，这可能会带来长期记忆的好处。在这项研究中，我们想知道时间间隔的好处是否会与排序的好处相互作用，以便在延迟测试时进行比较，特别是对于低相似度类别。阻塞学习可能会促进注意同一类别成员之间的相似性，并带来短期的好处。然而，交错学习中重复之间固有的时间延迟增加可能会在更长的保留间隔后测试时对两种类型的类别都有益。参与者学习交错或阻塞的类别，并在学习后立即和 24 小时后进行测试。我们发现学习计划的类型和学习的类别类型之间存在交互作用，这与每个顺序计划所促进的差异强调一致。然而，增加保留间隔并没有调节这种相互作用，也没有提高交错学习的表现。总的来说，这表明交错学习的好处不是主要由于学习期间的时间间隔，而是由于交错学习促进了跨类别比较。我们在顺序学习的背景下讨论了重复的时间间隔的好处，以及如何将其与 Carvalho 和 Goldstone（2014a）提出的注意力偏向假设相结合。
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