Study sequence matters for the inductive learning of cognitive concepts / (Record no. 78885)
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| 000 -LEADER | |
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| fixed length control field | 02495nam a2200241Ia 4500 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION | |
| fixed length control field | 180926s2017 xx 000 0 und d |
| 040 ## - CATALOGING SOURCE | |
| Transcribing agency | MANILA TYTANA COLLEGES LIBRARY |
| 100 ## - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Sana, Faria. |
| 245 #0 - TITLE STATEMENT | |
| Title | Study sequence matters for the inductive learning of cognitive concepts / |
| Statement of responsibility, etc. | Faria Sana, Veronica X. Yan, Joseph A. Kim |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. (IMPRINT) | |
| Date of publication, distribution, etc. | January 2017 |
| 336 ## - CONTENT TYPE | |
| Content type term | text |
| 337 ## - MEDIA TYPE | |
| Media type term | unmediated |
| 338 ## - CARRIER TYPE | |
| Carrier type term | volume |
| 440 ## - SERIES STATEMENT/ADDED ENTRY--TITLE | |
| Number of part/section of a work | 109 : 1, page 84-98 |
| Title | Journal of Educational Psychology |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | The sequence in which problems of different concepts are studied during instruction impacts concept learning. For example, several problems of a given concept can be studied together (blocking) or several problems of different concepts can be studied together (interleaving). In the current study, we demonstrate that the 2 sequences impact concept induction differently as they differ in the temporal spacing and the temporal juxtaposition of to-be-learned concept problems, and in the cognitive processes they recruit. Participants studied 6 problems of 3 different statistical concepts, and then were tested on their ability to correctly classify new problems on a final test. Interleaving problems of different to-be-learned concepts, rather than blocking problems by concept, enhanced classification performance, replicating the interleaving effect (Experiment 1). Introducing temporal spacing between successive problems decreased classification performance in the interleaved schedule-consistent with the discriminative-contrast hypothesis that interleaving fosters between-concept comparisons-and increased classification performance in the blocked schedule-consistent with the study-phase retrieval hypothesis that temporal spacing causes forgetting and subsequent retrieval enhances memory (Experiment 2). Temporally juxtaposing problems of concepts 3-at-a-time rather than 1-at-a-time improved overall classification performance, particularly in a blocked schedule-consistent with the commonality-abstraction hypothesis that blocking fosters within-concept comparisons (Experiment 3). All participants also completed a working memory capacity (WMC) task, findings of which suggest that the efficacy of the above study sequences may be related to individual differences in WMC. |
| 521 ## - TARGET AUDIENCE NOTE | |
| Target audience note | Psychology. |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name as entry element | Categorization. |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name as entry element | Induction. |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name as entry element | Interleaving. |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name as entry element | Math learning. |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) | |
| Source of classification or shelving scheme | Library of Congress Classification |
| Koha item type | Articles |
| 998 ## - LOCAL CONTROL INFORMATION (RLIN) | |
| Cataloger's initials, CIN (RLIN) | 82343 |
| First Date, FD (RLIN) | 140706 |
| Withdrawn status | Lost status | Source of classification or shelving scheme | Damaged status | Not for loan | Home library | Current library | Shelving location | Date acquired | Total Checkouts | Date last seen | Price effective from | Koha item type |
|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Library of Congress Classification | Manila Tytana Colleges Library | Manila Tytana Colleges Library | REFERENCE SECTION | 09/26/2018 | 09/26/2018 | 09/26/2018 | Articles |