序列(生物学)
心理学
对比度(视觉)
考试(生物学)
代表(政治)
认知心理学
序列学习
类型(生物学)
自然主义
数学教育
认知科学
人工智能
认识论
计算机科学
哲学
古生物学
政治
法学
生物
遗传学
生态学
政治学
作者
Paulo F. Carvalho,Robert L. Goldstone
摘要
Summary Across three experiments featuring naturalistic concepts (psychology concepts) and naïve learners, we extend previous research showing an effect of the sequence of study on learning outcomes, by demonstrating that the sequence of examples during study changes the representation the learner creates of the study materials. We compared participants' performance in test tasks requiring different representations and evaluated which sequence yields better learning in which type of tests. We found that interleaved study, in which examples from different concepts are mixed, leads to the creation of relatively interrelated concepts that are represented by contrast to each other and based on discriminating properties. Conversely, blocked study, in which several examples of the same concept are presented together, leads to the creation of relatively isolated concepts that are represented in terms of their central and characteristic properties. These results argue for the integrated investigation of the benefits of different sequences of study as depending on the characteristics of the study and testing situation.
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