1
|
Mechtel M, Kitt-Lewis E, Reaves C, Sinacori B, O'Brien T, Logan P, Rimbey P, Streiff K, Phillips K. Durable Learning Strategies in Nursing Education: State-of-the-Evidence Review. J Nurs Educ 2024; 63:24-31. [PMID: 38227323 DOI: 10.3928/01484834-20231112-05] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/17/2024]
Abstract
BACKGROUND Health professions (HP) students must achieve durable learning (DL) to transfer and apply knowledge from the classroom to the clinical setting. This review examines the state of the science of classroom-based DL in HP. METHOD The Joanna Briggs Systematic Review Methodology was used. MEDLINE, CINAHL, PsycINFO, and ERIC databases were searched for articles published from 2006 to 2022. A total of 2,000 titles were identified for review, with 51 studies being selected for inclusion. RESULTS Multiple classroom-based learning strategies generally reported as being effective were identified, including flipped classroom, educational technology, spaced learning, team-based learning, concept mapping and schema, testing, and case study and problem-based learning. CONCLUSION Although DL has been proven to be effective in the classroom setting for HP, no one type has been shown to be more effective than others. Additional research is needed within the context of transferring knowledge to clinical settings and in nursing education. [J Nurs Educ. 2024;63(1):24-31.].
Collapse
|
2
|
Park J, Varma K, Varma S. The role of executive function abilities in interleaved vs. blocked learning of science concepts. Front Psychol 2023; 14:1199682. [PMID: 38022929 PMCID: PMC10658001 DOI: 10.3389/fpsyg.2023.1199682] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/03/2023] [Accepted: 09/21/2023] [Indexed: 12/01/2023] Open
Abstract
This study investigated the relative efficacy of interleaved versus blocked instruction and the role of executive function in governing learning from these instructional sequences. Eighth grade students learned about three rock concepts (igneous, sedimentary, metamorphic) and their attributes (origin, texture, composition). Consistent with prior studies and as predicted by current theoretical accounts, students who received interleaved instruction showed better memory (i.e., accuracy on true-false questions) when tested 2 weeks later, whereas those who received blocked instruction showed better memory when tested on the same day as instruction. Also consistent with prior studies and theoretical accounts, the blocked group showed greater transfer when tested after a retention interval, although this advantage was not significant. Critically, and as predicted, the shifting and inhibition executive function abilities were more predictive of learning from interleaved vs. blocked instruction. These findings lay the groundwork for future studies investigating the role of executive function in learning from different forms of instruction.
Collapse
Affiliation(s)
- Jimin Park
- Department of Educational Psychology, University of Minnesota, Minneapolis, MN, United States
| | - Keisha Varma
- Department of Educational Psychology, University of Minnesota, Minneapolis, MN, United States
| | - Sashank Varma
- School of Interactive Computing and School of Psychology, Georgia Institute of Technology, Atlanta, GA, United States
| |
Collapse
|
3
|
Do LA, Thomas AK. The Underappreciated Benefits of Interleaving for Category Learning. J Intell 2023; 11:153. [PMID: 37623536 PMCID: PMC10455486 DOI: 10.3390/jintelligence11080153] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/01/2023] [Revised: 07/21/2023] [Accepted: 07/25/2023] [Indexed: 08/26/2023] Open
Abstract
The present study examined the effects of study schedule (interleaving vs. blocking) and feature descriptions on category learning and metacognitive predictions of learning. Across three experiments, participants studied exemplars from different rock categories and later had to classify novel exemplars. Rule-based and information-based categorization was also manipulated by selecting rock sub-categories for which the optimal strategy was the one that aligned with the extraction of a simple rule, or the one that required integration of information that may be difficult to describe verbally. We observed consistent benefits of interleaving over blocking on rock classification, which generalized to both rule-based (Experiment 1) and information-integration learning (Experiments 1-3). However, providing feature descriptions enhanced classification accuracy only when the stated features were diagnostic of category membership, indicating that their benefits were limited to rule-based learning (Experiment 1) and did not generalize to information-integration learning (Experiments 1-3). Furthermore, our examination of participants' metacognitive predictions demonstrated that participants were not aware of the benefits of interleaving on category learning. Additionally, providing feature descriptions led to higher predictions of categorization even when no significant benefits on actual performance were exhibited.
Collapse
Affiliation(s)
- Lan Anh Do
- Department of Psychology, Tufts University, Medford, MA 02155, USA;
| | | |
Collapse
|
4
|
Madan CR. Using Evidence-Based Learning Strategies to Improve Medical Education. MEDICAL SCIENCE EDUCATOR 2023; 33:773-776. [PMID: 37501813 PMCID: PMC10368606 DOI: 10.1007/s40670-023-01798-9] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 04/28/2023] [Indexed: 07/29/2023]
Abstract
Medical education research has been adopting principles from psychology to improve student learning. Here is an overview and illustrative examples of six evidence-based learning strategies that have been thoroughly researched and validated in the psychology literature: spacing, interleaving, retrieval practice, elaboration, dual coding, and concrete examples. For each of these, their use within medical education and considerations that may influence efficacy are discussed. Medical education researchers should collaborate more with psychology researchers in transdisciplinary teams to better implement these strategies and more directly benefit from advances made in the psychology literature.
Collapse
|
5
|
Obasih CO, Luthra S, Dick F, Holt LL. Auditory category learning is robust across training regimes. Cognition 2023; 237:105467. [PMID: 37148640 DOI: 10.1016/j.cognition.2023.105467] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/11/2022] [Revised: 03/17/2023] [Accepted: 04/21/2023] [Indexed: 05/08/2023]
Abstract
Multiple lines of research have developed training approaches that foster category learning, with important translational implications for education. Increasing exemplar variability, blocking or interleaving by category-relevant dimension, and providing explicit instructions about diagnostic dimensions each have been shown to facilitate category learning and/or generalization. However, laboratory research often must distill the character of natural input regularities that define real-world categories. As a result, much of what we know about category learning has come from studies with simplifying assumptions. We challenge the implicit expectation that these studies reflect the process of category learning of real-world input by creating an auditory category learning paradigm that intentionally violates some common simplifying assumptions of category learning tasks. Across five experiments and nearly 300 adult participants, we used training regimes previously shown to facilitate category learning, but here drew from a more complex and multidimensional category space with tens of thousands of unique exemplars. Learning was equivalently robust across training regimes that changed exemplar variability, altered the blocking of category exemplars, or provided explicit instructions of the category-diagnostic dimension. Each drove essentially equivalent accuracy measures of learning generalization following 40 min of training. These findings suggest that auditory category learning across complex input is not as susceptible to training regime manipulation as previously thought.
Collapse
Affiliation(s)
- Chisom O Obasih
- Department of Psychology, Carnegie Mellon University, United States of America; Neuroscience Institute, Carnegie Mellon University, United States of America; Center for the Neural Basis of Cognition, Carnegie Mellon University, United States of America.
| | - Sahil Luthra
- Department of Psychology, Carnegie Mellon University, United States of America; Neuroscience Institute, Carnegie Mellon University, United States of America; Center for the Neural Basis of Cognition, Carnegie Mellon University, United States of America
| | - Frederic Dick
- Experimental Psychology, University College London, United Kingdom; Birkbeck/UCL Centre for NeuroImaging, United Kingdom
| | - Lori L Holt
- Department of Psychology, Carnegie Mellon University, United States of America; Neuroscience Institute, Carnegie Mellon University, United States of America; Center for the Neural Basis of Cognition, Carnegie Mellon University, United States of America
| |
Collapse
|
6
|
Rosi-Schumacher M, DeGiovanni JC. Using the Lessons of Learning Science to Improve Medical Education in Otolaryngology. EAR, NOSE & THROAT JOURNAL 2023; 101:16S-19S. [PMID: 36825609 DOI: 10.1177/01455613231160509] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/25/2023] Open
Abstract
OBJECTIVE This review synthesizes information from original research in the field of learning theory and the psychology of learning in order to provide evidence-based study methods to adult learners in the field of medicine. METHODS A literature review was conducted and results were synthesized in a narrative fashion. RESULTS Deeper levels of analysis produce longer lasting memory; therefore, the concept of creating a "desirable level of difficulty" when it comes to study material and methods has been shown to promote learning. When the learner uses a higher subjective level of effort in processing information, they can maximize the efficacy of their studying efforts. This review describes how memory encoding can be enhanced by applying several theories of learning psychology including the generation effect and the interleaving effect. The use of mnemonics, the "memory palace," and hand-written notes have also proven useful to enhance information recall. Methods that promote long-term learning including the spacing effect and delayed repetition are reviewed. Learning theory shows that the most effective learners use self-testing and forced recall to retain more information with limited study time. CONCLUSIONS The application of these learning methods may help to improve information retention and productiveness among adult learners.
Collapse
Affiliation(s)
- Mattie Rosi-Schumacher
- Department of Otolaryngology-Head and Neck Surgery, 12291University at Buffalo Jacobs School of Medicine and Biomedical Sciences, Buffalo, NY, USA
| | - Jason Conor DeGiovanni
- Department of Otolaryngology-Head and Neck Surgery, 12291University at Buffalo Jacobs School of Medicine and Biomedical Sciences, Buffalo, NY, USA
| |
Collapse
|
7
|
Cheung JJH, Kulasegaram KM. Beyond the tensions within transfer theories: implications for adaptive expertise in the health professions. ADVANCES IN HEALTH SCIENCES EDUCATION : THEORY AND PRACTICE 2022; 27:1293-1315. [PMID: 36369374 DOI: 10.1007/s10459-022-10174-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/25/2022] [Accepted: 10/08/2022] [Indexed: 06/16/2023]
Abstract
Ensuring trainees develop the flexibility with their knowledge to address novel problems, and to efficiently build upon prior knowledge to learn new knowledge is a common goal in health profession education. How trainees come to develop this capacity to transfer and transform knowledge across contexts can be described by adaptive expertise, which focuses on the ability of some experts to innovate upon their existing knowledge to develop novel solutions to novel problems. While adaptive expertise is often presented as an alternative framework to more traditional cognitivist and constructivist expertise models, it is unclear whether the non-routine and routine forms of transfer it describes are distinct from those described by other accounts of transfer. Furthermore, whether what (e.g., knowledge) is transferred and how (e.g., cognitive processes) differs between these views is still debated. In this review, we describe various theories of transfer and present a synthesis clarifying the relationship between transfer and adaptive expertise. Informed by our analysis, we argue that the mechanisms of transfer in adaptive expertise share important commonalities with traditional accounts of transfer, which when understood, can complement efforts by educators and researchers to foster and study adaptive expertise. We present three instructional principles that may better support transfer and adaptive expertise in trainees: i) identifying and incorporating meaningful variability in practice, ii) integrating conceptual knowledge during practice iii) using assessments of trainees' transfer. Taken together, we offer an integrative perspective to how educational systems and experiences can be designed to develop and encourage adaptive expertise and transfer.
Collapse
Affiliation(s)
- Jeffrey J H Cheung
- Department of Medical Education, University of Illinois College of Medicine at Chicago, 808 South Wood Street, 966 CMET MC 591, Chicago, IL, 60612, USA.
| | - Kulamakan M Kulasegaram
- Department of Community and Family Medicine, University of Toronto, Toronto, ON, Canada
- The Wilson Centre, The Toronto General Hospital, Toronto, ON, Canada
| |
Collapse
|
8
|
Tran T, Ternov NK, Weber J, Barata C, Berry EG, Doan HQ, Marghoob AA, Seiverling EV, Sinclair S, Stein JA, Stoos ER, Tolsgaard MG, Wolfensperger M, Braun RP, Nelson KC. Theory-Based Approaches to Support Dermoscopic Image Interpretation Education: A Review of the Literature. Dermatol Pract Concept 2022; 12:e2022188. [PMID: 36534519 PMCID: PMC9681177 DOI: 10.5826/dpc.1204a188] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 02/01/2022] [Indexed: 01/25/2023] Open
Abstract
Introduction Efficient interpretation of dermoscopic images relies on pattern recognition, and the development of expert-level proficiency typically requires extensive training and years of practice. While traditional methods of transferring knowledge have proven effective, technological advances may significantly improve upon these strategies and better equip dermoscopy learners with the pattern recognition skills required for real-world practice. Objectives A narrative review of the literature was performed to explore emerging directions in medical image interpretation education that may enhance dermoscopy education. This article represents the first of a two-part review series on this topic. Methods To promote innovation in dermoscopy education, the International Skin Imaging Collaborative (ISIC) assembled a 12-member Education Working Group that comprises international dermoscopy experts and educational scientists. Based on a preliminary literature review and their experiences as educators, the group developed and refined a list of innovative approaches through multiple rounds of discussion and feedback. For each approach, literature searches were performed for relevant articles. Results Through a consensus-based approach, the group identified a number of emerging directions in image interpretation education. The following theory-based approaches will be discussed in this first part: whole-task learning, microlearning, perceptual learning, and adaptive learning. Conclusions Compared to traditional methods, these theory-based approaches may enhance dermoscopy education by making learning more engaging and interactive and reducing the amount of time required to develop expert-level pattern recognition skills. Further exploration is needed to determine how these approaches can be seamlessly and successfully integrated to optimize dermoscopy education.
Collapse
Affiliation(s)
- Tiffaney Tran
- Department of Dermatology, The University of Texas MD Anderson Cancer Center, Houston, TX, USA
| | - Niels K Ternov
- Department of Plastic Surgery, Herlev Hospital, Herlev, Denmark
| | - Jochen Weber
- Dermatology Service, Memorial Sloan Kettering Cancer Center, New York, NY, USA
| | - Catarina Barata
- Institute for Systems and Robotics; Instituto Superior Técnico, University of Lisbon, Lisbon, Portugal
| | - Elizabeth G Berry
- Department of Dermatology, Oregon Health & Science University, Portland, OR, USA
| | - Hung Q Doan
- Department of Dermatology, The University of Texas MD Anderson Cancer Center, Houston, TX, USA
| | - Ashfaq A Marghoob
- Dermatology Service, Memorial Sloan Kettering Cancer Center, New York, NY, USA
| | - Elizabeth V Seiverling
- Division of Dermatology, Maine Medical Center, Portland, ME, USA; Department of Dermatology, Tufts University School of Medicine, Boston, MA,USA
| | | | - Jennifer A Stein
- The Ronald O. Perelman Department of Dermatology, New York University School of Medicine, New York, NY, USA
| | - Elizabeth R Stoos
- Department of Dermatology, Oregon Health & Science University, Portland, OR, USA
| | - Martin G Tolsgaard
- Copenhagen Academy for Medical Education and Simulation; Department of Obstetrics, Copenhagen University Hospital Rigshospitalet, Copenhagen, Denmark
| | - Maya Wolfensperger
- Department of Dermatology, University Hospital of Zürich, University of Zürich, Zürich, Switzerland
| | - Ralph P Braun
- Department of Dermatology, University Hospital of Zürich, University of Zürich, Zürich, Switzerland
| | - Kelly C Nelson
- Department of Dermatology, The University of Texas MD Anderson Cancer Center, Houston, TX, USA
| |
Collapse
|
9
|
Applying Interleaving Strategy of Learning Materials and Perceptual Modality to Address Secondary Students' Need to Restore Cognitive Capacity. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:ijerph19127505. [PMID: 35742754 PMCID: PMC9223479 DOI: 10.3390/ijerph19127505] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 05/20/2022] [Revised: 06/14/2022] [Accepted: 06/17/2022] [Indexed: 02/04/2023]
Abstract
Online courses are prevalent around the world, especially during the COVID-19 pandemic. Long hours of highly demanding online learning can lead to mental fatigue and cognitive depletion. According to Attention Restoration Theory, 'being away' or a mental shift could be an important strategy to allow a person to recover from the cognitive overload. The present study aimed to test the interleaving strategy as a mental shift method to help sustain students' online learning attention and to improve learning outcomes. A total of 81 seventh-grade Chinese students were randomly assigned to four learning conditions: blocked (by subject matter) micro-lectures with auditory textual information (B-A condition), blocked (by subject matter) micro-lectures with visual textual information (B-V condition), interleaved (by subject matter) micro-lectures with auditory textual information (I-A condition), and interleaved micro-lectures by both perceptual modality and subject matter (I-all condition). We collected self-reported data on subjective cognitive load (SCL) and attention level, EEG data during the 40 min of online learning, and test results to assess learning outcomes. The results showed that the I-all condition showed the best overall outcomes (best performance, low SCL, and high attention). This study suggests that interleaving by both subject matter and perceptual modality should be preferred in scheduling and planning online classes.
Collapse
|
10
|
Christofalos AL, Pambuccian FS, Raney GE. Too depleted to comprehend: resource depletion impairs situation model comprehension. JOURNAL OF COGNITIVE PSYCHOLOGY 2022. [DOI: 10.1080/20445911.2022.2063296] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
Affiliation(s)
| | | | - Gary E. Raney
- Department of Psychology, University of Illinois, Chicago, IL, USA
| |
Collapse
|
11
|
Sun Y, Shi A, Zhao W, Yang Y, Li B, Hu X, Shanks DR, Yang C, Luo L. Long-Lasting Effects of an Instructional Intervention on Interleaving Preference in Inductive Learning and Transfer. EDUCATIONAL PSYCHOLOGY REVIEW 2022. [DOI: 10.1007/s10648-022-09666-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
|
12
|
Herzberg O, Fletcher K, Schatz J, Adolph KE, Tamis-LeMonda CS. Infant exuberant object play at home: Immense amounts of time-distributed, variable practice. Child Dev 2022; 93:150-164. [PMID: 34515994 PMCID: PMC8974536 DOI: 10.1111/cdev.13669] [Citation(s) in RCA: 30] [Impact Index Per Article: 15.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/03/2023]
Abstract
Object play yields enormous benefits for infant development. However, little is known about natural play at home where most object interactions occur. We conducted frame-by-frame video analyses of spontaneous activity in two 2-h home visits with 13-month-old crawling infants and 13-, 18-, and 23-month-old walking infants (N = 40; 21 boys; 75% White). Regardless of age, for every infant and time scale, across 10,015 object bouts, object interactions were short (median = 9.8 s) and varied (transitions among dozens of toys and non-toys) but consumed most of infants' time. We suggest that infant exuberant object play-immense amounts of brief, time-distributed, variable interactions with objects-may be conducive to learning object properties and functions, motor skill acquisition, and growth in cognitive, social, and language domains.
Collapse
Affiliation(s)
| | | | - Jacob Schatz
- Department of Applied Psychology, New York University
| | | | | |
Collapse
|
13
|
Ge Y, Li F, Li X, Li W. What Is the Mechanism Underlying the Interleaving Effect in Category Induction: An Eye-Tracking and Behavioral Study. Front Psychol 2021; 12:770885. [PMID: 34975661 PMCID: PMC8718114 DOI: 10.3389/fpsyg.2021.770885] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/05/2021] [Accepted: 11/09/2021] [Indexed: 11/16/2022] Open
Abstract
Interleaved practice (i.e., exemplars from different categories are intermixed within blocks) has been shown to enhance induction performance compared to blocked practice (i.e., exemplars from the same category are presented sequentially). The main aim of the present study was to examine explanations of why interleaved practice produces this benefit in category induction (known as the interleaving effect). We also evaluated two hypotheses, the attention attenuation hypothesis and the discriminative-contrast hypothesis, by collecting data on participants’ fixation on exemplars, provided by eye-tracking data, and manipulating the degree of discriminative-contrast. In Experiments 1 and 2, participants were instructed to learn the style of 12 new artists in blocked and interleaved practice in fixed-paced and self-paced learning conditions, respectively. We examined fixation durations for six positions (temporal sequence of exemplars presented in each block) using eye-tracking. The results of the two experiments, based on eye-tracking data, suggested that attention attenuation may not be the primary mechanism underlying the interleaving effect in category induction. In Experiment 3, we manipulated the degree of discriminative-contrast to examine the impact on the interleaving effect in category induction. The results showed that the main effect of the degree of discriminative-contrast was significant, and performance in the high-contrast condition was significantly better than those in the medium-contrast and low-contrast conditions. Thus, the current results support the discriminative-contrast hypothesis rather than the attention attenuation hypothesis.
Collapse
Affiliation(s)
- Yabo Ge
- Department of Psychology, Zhejiang Normal University, Jinhua, China
- College of Teacher Education, Zhejiang Normal University, Jinhua, China
| | - Fengying Li
- Department of Psychology, Zhejiang Normal University, Jinhua, China
| | - Xinyu Li
- Department of Psychology, Zhejiang Normal University, Jinhua, China
- Key Laboratory of Intelligent Education Technology and Application of Zhejiang Province, Zhejiang Normal University, Jinhua, China
- *Correspondence: Xinyu Li,
| | - Weijian Li
- Department of Psychology, Zhejiang Normal University, Jinhua, China
- Collaborative Innovation Center, Zhejiang Normal University, Jinhua, China
- Weijian Li,
| |
Collapse
|
14
|
Bauer PJ. We Know More Than We Ever Learned: Processes Involved in the Accumulation of World Knowledge. CHILD DEVELOPMENT PERSPECTIVES 2021; 15:220-227. [PMID: 34868348 DOI: 10.1111/cdep.12430] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
Abstract
Accumulating information and knowledge is a major task of development. A common assumption is that we build our storehouse of world knowledge, our semantic memory, through direct experience. Although direct experience is involved, to explain fully how we know all that we know, we also must consider processes that allow for integration of information learned in separate yet related episodes of direct learning, as well as inferential processes that operate over integrated representations and permit productive extension of knowledge. In this article, I describe the self-derivation through integration paradigm my colleagues and I developed to model these processes. Using this paradigm, we charted individual and developmental variability throughout childhood and in young adults. Several findings support the contention that the self-derivation through integration paradigm provides a valid model for how we build semantic knowledge, including the observations that performance on the task correlates with and predicts individuals' world knowledge and academic success.
Collapse
|
15
|
Yan VX, Sana F. The Robustness of the Interleaving Benefit. JOURNAL OF APPLIED RESEARCH IN MEMORY AND COGNITION 2021. [DOI: 10.1016/j.jarmac.2021.05.002] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
|
16
|
Samani J, Pan SC. Interleaved practice enhances memory and problem-solving ability in undergraduate physics. NPJ SCIENCE OF LEARNING 2021; 6:32. [PMID: 34772951 PMCID: PMC8589969 DOI: 10.1038/s41539-021-00110-x] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 04/07/2021] [Accepted: 10/15/2021] [Indexed: 06/13/2023]
Abstract
We investigated whether continuously alternating between topics during practice, or interleaved practice, improves memory and the ability to solve problems in undergraduate physics. Over 8 weeks, students in two lecture sections of a university-level introductory physics course completed thrice-weekly homework assignments, each containing problems that were interleaved (i.e., alternating topics) or conventionally arranged (i.e., one topic practiced at a time). On two surprise criterial tests containing novel and more challenging problems, students recalled more relevant information and more frequently produced correct solutions after having engaged in interleaved practice (with observed median improvements of 50% on test 1 and 125% on test 2). Despite benefiting more from interleaved practice, students tended to rate the technique as more difficult and incorrectly believed that they learned less from it. Thus, in a domain that entails considerable amounts of problem-solving, replacing conventionally arranged with interleaved homework can (despite perceptions to the contrary) foster longer lasting and more generalizable learning.
Collapse
Affiliation(s)
- Joshua Samani
- Department of Physics and Astronomy, University of California, Los Angeles, CA, USA.
| | - Steven C Pan
- Department of Psychology, University of California, Los Angeles, CA, USA.
| |
Collapse
|
17
|
Yan VX, Schuetze BA. Not Just Stimuli Structure: Sequencing Effects in Category Learning Vary by Task Demands. JOURNAL OF APPLIED RESEARCH IN MEMORY AND COGNITION 2021. [DOI: 10.1016/j.jarmac.2021.09.004] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
|
18
|
Intensifying Instruction to Address Treatment Resistance to Early Mathematics Interventions. CURRENT PSYCHOLOGY 2021. [DOI: 10.1007/s12144-021-02320-3] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
|
19
|
Reward learning and working memory: Effects of massed versus spaced training and post-learning delay period. Mem Cognit 2021; 50:312-324. [PMID: 34519968 PMCID: PMC8821056 DOI: 10.3758/s13421-021-01233-7] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 08/18/2021] [Indexed: 11/29/2022]
Abstract
Neuroscience research has illuminated the mechanisms supporting learning from reward feedback, demonstrating a critical role for the striatum and midbrain dopamine system. However, in humans, short-term working memory that is dependent on frontal and parietal cortices can also play an important role, particularly in commonly used paradigms in which learning is relatively condensed in time. Given the growing use of reward-based learning tasks in translational studies in computational psychiatry, it is important to understand the extent of the influence of working memory and also how core gradual learning mechanisms can be better isolated. In our experiments, we manipulated the spacing between repetitions along with a post-learning delay preceding a test phase. We found that learning was slower for stimuli repeated after a long delay (spaced-trained) compared to those repeated immediately (massed-trained), likely reflecting the remaining contribution of feedback learning mechanisms when working memory is not available. For massed learning, brief interruptions led to drops in subsequent performance, and individual differences in working memory capacity positively correlated with overall performance. Interestingly, when tested after a delay period but not immediately, relative preferences decayed in the massed condition and increased in the spaced condition. Our results provide additional support for a large role of working memory in reward-based learning in temporally condensed designs. We suggest that spacing training within or between sessions is a promising approach to better isolate and understand mechanisms supporting gradual reward-based learning, with particular importance for understanding potential learning dysfunctions in addiction and psychiatric disorders.
Collapse
|
20
|
Meneghetti C, Casali N, Fabris M, Palamà D, Rizzato R, Zamperlin C, Zavagnin M, De Beni R. "Students with Academic Difficulties: Benefits of a Study Skills Group
Compared to an Emotional Skills Group". JOURNAL OF EVIDENCE-BASED PSYCHOTHERAPIES 2021. [DOI: 10.24193/jebp.2021.2.13] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
Abstract
"Students can encounter difficulties in their academic careers, regarding their
studying skills, for instance, or experiencing negative emotions. Both are
amenable to training and related to one another. This study aimed to examine
the efficacy of two interventions focusing on studying skills or emotional
skills. Two groups of students with academic difficulties participated: 30
worked on study-related aspects (Study skills group); and the other 30
attended lessons on emotions in everyday life (Emotional skills group). They
were tested before and after the training on measures of their motivation to
learn, self–regulated learning strategies, and emotions (positive and negative
emotions). The results showed that both groups benefited from the training.
The Study skills group improved specifically in incremental theory of
intelligence (d=0.94, p<0.001), self–regulated learning strategies
(organization: d=0.74, p<0.001; elaboration: d=0.58, p<0.001; preparing for
exams: d=0.78, p<0.001, specific effects), and more positive emotions about
their academic performance (d=0.64, p<0.001, transfer effect). The
Emotional skills group showed smaller effects on study-related aspects
(0.10≤d≤0.49), with a large effect on negative emotions about the self (d=–
.87). These results offer insight on how to approach students’ academic
difficulties."
Collapse
Affiliation(s)
- Chiara Meneghetti
- "Department of General Psychology, and Psychological Assistance Service, University of Padova, Padova, Italy"
| | - Nicole Casali
- Department of General Psychology, University of Padova, Padova, Italy
| | - Mara Fabris
- Psychological Assistance Service, University of Padova, Padova, Italy
| | - Debora Palamà
- Psychological Assistance Service, University of Padova, Padova, Italy
| | - Roberta Rizzato
- Psychological Assistance Service, University of Padova, Padova, Italy
| | - Claudia Zamperlin
- Psychological Assistance Service, University of Padova, Padova, Italy
| | - Michela Zavagnin
- Psychological Assistance Service, University of Padova, Padova, Italy
| | - Rossana De Beni
- Psychological Assistance Service, University of Padova, Padova, Italy
| |
Collapse
|
21
|
Pelánek R, Effenberger T, Čechák J. Complexity and Difficulty of Items in Learning Systems. INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE IN EDUCATION 2021. [DOI: 10.1007/s40593-021-00252-4] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
|
22
|
Pelánek R. Adaptive, Intelligent, and Personalized: Navigating the Terminological Maze Behind Educational Technology. INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE IN EDUCATION 2021. [DOI: 10.1007/s40593-021-00251-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
|
23
|
Spacing and Interleaving Effects Require Distinct Theoretical Bases: a Systematic Review Testing the Cognitive Load and Discriminative-Contrast Hypotheses. EDUCATIONAL PSYCHOLOGY REVIEW 2021. [DOI: 10.1007/s10648-021-09613-w] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
Abstract
AbstractSpaced and interleaved practices have been identified as effective learning strategies which sometimes are conflated as a single strategy and at other times treated as distinct. Learning sessions in which studying information or practicing problems are spaced in time with rest-from-deliberate-learning periods between sessions generally result in better learning outcomes than massed practice without rest-from-deliberate-learning periods. Interleaved practice also consists of spaced sessions, but by interleaving topics rather than having rest-from-deliberate-learning periods. Interleaving is usually contrasted with blocking in which each learning topic is taught in a single block that provides an example of massed practice. The general finding that interleaved practice is more effective for learning than blocked practice is sometimes attributed to spacing. In the current paper, the presence of rest-from-deliberate-learning periods is used to distinguish between spaced and interleaved practice. We suggest that spaced practice is a cognitive load effect that can be explained by working memory resource depletion during cognitive effort with recovery during rest-from-deliberate-learning, while interleaved practice can be explained by the discriminative-contrast hypothesis positing that interleaving assists learners to discriminate between topic areas. A systematic review of the literature provides evidence for this suggestion.
Collapse
|
24
|
Richter J, Scheiter K, Eder TF, Huettig F, Keutel C. How massed practice improves visual expertise in reading panoramic radiographs in dental students: An eye tracking study. PLoS One 2020; 15:e0243060. [PMID: 33270704 PMCID: PMC7714201 DOI: 10.1371/journal.pone.0243060] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/02/2020] [Accepted: 11/15/2020] [Indexed: 02/06/2023] Open
Abstract
The interpretation of medical images is an error-prone process that may yield severe consequences for patients. In dental medicine panoramic radiography (OPT) is a frequently used diagnostic procedure. OPTs typically contain multiple, diverse anomalies within one image making the diagnostic process very demanding, rendering students’ development of visual expertise a complex task. Radiograph interpretation is typically taught through massed practice; however, it is not known how effective this approach is nor how it changes students’ visual inspection of radiographs. Therefore, this study investigated how massed practice–an instructional method that entails massed learning of one type of material–affects processing of OPTs and the development of diagnostic performance. From 2017 to 2018, 47 dental students in their first clinical semester diagnosed 10 OPTs before and after their regular massed practice training, which is embedded in their curriculum. The OPTs contained between 3 to 26 to-be-identified anomalies. During massed practice they diagnosed 100 dental radiographs without receiving corrective feedback. The authors recorded students’ eye movements and assessed the number of correctly identified and falsely marked low- and high prevalence anomalies before and after massed practice. Massed practice had a positive effect on detecting anomalies especially with low prevalence (p < .001). After massed practice students covered a larger proportion of the OPTs (p < .001), which was positively related to the detection of low-prevalence anomalies (p = .04). Students also focused longer, more frequently, and earlier on low-prevalence anomalies after massed practice (ps < .001). While massed practice improved visual expertise in dental students with limited prior knowledge, there is still substantial room for improvement. The results suggest integrating massed practice with more deliberate practice, where, for example, corrective feedback is provided, and support is adapted to students’ needs.
Collapse
Affiliation(s)
- Juliane Richter
- Leibniz-Institut für Wissensmedien, Tübingen, Germany
- * E-mail:
| | - Katharina Scheiter
- Leibniz-Institut für Wissensmedien, Tübingen, Germany
- Eberhard Karls University of Tübingen, Tübingen, Germany
| | | | - Fabian Huettig
- Department of Prosthodontics, University Hospital for Dentistry, Oral Medicine, and Maxillofacial Surgery at the University Hospital Tübingen, Eberhard Karls University of Tübingen, Tübingen, Germany
| | - Constanze Keutel
- Radiology Department of the University Hospital for Dentistry, Oral Medicine, and Maxillofacial Surgery at the University Hospital Tübingen, Eberhard Karls University of Tübingen, Tübingen, Germany
| |
Collapse
|
25
|
Rohrer D, Hartwig MK. Unanswered questions about spaced interleaved mathematics practice. JOURNAL OF APPLIED RESEARCH IN MEMORY AND COGNITION 2020. [DOI: 10.1016/j.jarmac.2020.06.008] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
|
26
|
Nebel C. Considerations for Applying Six Strategies for Effective Learning to Instruction. MEDICAL SCIENCE EDUCATOR 2020; 30:9-10. [PMID: 34457847 PMCID: PMC8368916 DOI: 10.1007/s40670-020-01088-8] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 09/21/2020] [Indexed: 05/15/2023]
Affiliation(s)
- Cynthia Nebel
- Peabody College, Vanderbilt University, Nashville, TN USA
| |
Collapse
|
27
|
Kaminske AN, Kuepper-Tetzel CE, Nebel CL, Sumeracki MA, Ryan SP. Transfer: A Review for Biology and the Life Sciences. CBE LIFE SCIENCES EDUCATION 2020; 19:es9. [PMID: 32870091 PMCID: PMC8711802 DOI: 10.1187/cbe.19-11-0227] [Citation(s) in RCA: 9] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/15/2019] [Revised: 04/15/2020] [Accepted: 04/24/2020] [Indexed: 05/09/2023]
Abstract
Transfer of knowledge from one context to another is one of the paramount goals of education. Educators want their students to transfer what they are learning from one topic to the next, between courses, and into the "real world." However, it is also notoriously difficult to get students to successfully transfer concepts. This issue is of particular concern in biology and the life sciences, for which transfer of concepts between disciplines is especially critical to understanding. Students not only struggle to transfer concepts like energy from chemistry to biology but also struggle to transfer concepts like chromosome structures in cell division within biology courses. This paper reviews the current research and understanding of transfer from cognitive psychology. We discuss how learner abilities, taught material, and lesson characteristics affect transfer and provide best practices for biology and life sciences education.
Collapse
Affiliation(s)
- Althea N. Kaminske
- Psychology Department, St. Bonaventure University, St. Bonaventure, NY 14778
| | | | - Cynthia L. Nebel
- Department of Leadership, Policy, and Organizations, Vanderbilt University Peabody College, Nashville, TN 37203
| | | | - Sean P. Ryan
- Biology Department, St. Bonaventure University, St. Bonaventure, NY 14778
| |
Collapse
|
28
|
Carpenter SK, Endres T, Hui L. Students’ Use of Retrieval in Self-Regulated Learning: Implications for Monitoring and Regulating Effortful Learning Experiences. EDUCATIONAL PSYCHOLOGY REVIEW 2020. [DOI: 10.1007/s10648-020-09562-w] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/03/2023]
|
29
|
A large scale analysis of the impact of trial type and instructional errors on acquisition during discrete trial training. LEARNING AND MOTIVATION 2020. [DOI: 10.1016/j.lmot.2020.101639] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/19/2022]
|
30
|
Mindfulness and Coaching to Improve Learning Abilities in University Students: A Pilot Study. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2020; 17:ijerph17061935. [PMID: 32188028 PMCID: PMC7142624 DOI: 10.3390/ijerph17061935] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 01/09/2020] [Revised: 03/09/2020] [Accepted: 03/13/2020] [Indexed: 12/13/2022]
Abstract
This pilot study investigated the effects of a short 10-module intervention called MEL (Mindful Effective Learning), which integrates mindfulness, coaching, and training on study strategies, to improve learning abilities among university students. Inspired by ample research on the learning topics that points out how effective learning and good academic results depend simultaneously on self-regulation while studying combined with emotional and motivational factors, the intervention aimed to train students simultaneously in these three aspects. The intervention group participants (N = 21) and the control group participants (N = 24) were surveyed pre- and post-intervention with the Italian questionnaire AMOS (Abilities and Motivation to Study) and the Italian version of the Mindful Attention Awareness Scale (MAAS). The results showed that, regarding self-regulation in study, trained students improved their self-awareness, self-evaluation ability, metacognition skills, and organizational and elaborative ability to manage study materials; regarding emotional aspects, they improved their anxiety control; regarding motivation they developed an incremental theory of Self and improved their confidence in their own intelligence. Moreover, two follow-up self-report surveys were conducted, and trained students reported positive assessments of the MEL intervention. Findings suggest that a short intervention based on mindfulness and coaching and training on study strategies may improve students' effective learning.
Collapse
|
31
|
Ziegler E, Edelsbrunner PA, Stern E. The benefit of combining teacher-direction with contrasted presentation of algebra principles. EUROPEAN JOURNAL OF PSYCHOLOGY OF EDUCATION 2020. [DOI: 10.1007/s10212-020-00468-3] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
|
32
|
|
33
|
Lo SM, Luu TB, Tran J. A Modified CREATE Intervention Improves Student Cognitive and Affective Outcomes in an Upper-Division Genetics Course. JOURNAL OF MICROBIOLOGY & BIOLOGY EDUCATION 2020; 21:jmbe-21-36. [PMID: 32431773 PMCID: PMC7198224 DOI: 10.1128/jmbe.v21i1.1881] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/17/2019] [Accepted: 01/24/2020] [Indexed: 05/09/2023]
Abstract
Many national reports have called for undergraduate biology education to incorporate research and analytical thinking into the curriculum. In response, interventions have been developed and tested. CREATE (Consider, Read, Elucidate the hypotheses, Analyze and interpret the data, and Think of the next Experiment) is an instructional strategy designed to engage students in learning core concepts and competencies through careful reading of primary literature in a scaffolded fashion. CREATE has been successfully implemented by many instructors across diverse institutional contexts and has been shown to help students develop in the affective, cognitive, and epistemological domains, consistent with broader meta-analyses demonstrating the effectiveness of active learning. Nonetheless, some studies on CREATE have reported discrepant results, raising important questions on effectiveness in relation to the fidelity and integrity of implementation. Here, we describe an upper-division genetics course that incorporates a modified version of CREATE. Similar to the original CREATE instructional strategy, our intervention's design was based on existing learning principles. Using existing concept inventories and validated survey instruments, we found that our modified CREATE intervention promotes higher affective and cognitive gains in students in contrast to three comparison groups. We also found that students tended to underpredict their learning and performance in the modified CREATE intervention, while students in some comparison groups had the opposite trend. Together, our results contribute to the expanding literature on how and why different implementations of the same active-learning strategy contribute to student outcomes.
Collapse
Affiliation(s)
- Stanley M. Lo
- Division of Biological Sciences, University of California San Diego, La Jolla, CA 92093
- Section of Cell and Developmental Biology, University of California San Diego, La Jolla, CA 92093
- Program in Mathematics and Science Education, University of California San Diego, La Jolla, CA 92093
- Corresponding author. Mailing address: University of California, San Diego, 9500 Gilman Drive #0355, La Jolla, CA 92093. Phone: 858-246-1087. E-mail:
| | - Tiffany B. Luu
- Division of Biological Sciences, University of California San Diego, La Jolla, CA 92093
| | - Justin Tran
- Division of Biological Sciences, University of California San Diego, La Jolla, CA 92093
| |
Collapse
|
34
|
Kirk-Johnson A, Galla BM, Fraundorf SH. Perceiving effort as poor learning: The misinterpreted-effort hypothesis of how experienced effort and perceived learning relate to study strategy choice. Cogn Psychol 2019; 115:101237. [DOI: 10.1016/j.cogpsych.2019.101237] [Citation(s) in RCA: 22] [Impact Index Per Article: 4.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/11/2019] [Revised: 07/05/2019] [Accepted: 08/18/2019] [Indexed: 10/26/2022]
|
35
|
Nemeth L, Werker K, Arend J, Vogel S, Lipowsky F. Corrigendum: Interleaved Learning in Elementary School Mathematics: Effects on the Flexible and Adaptive Use of Subtraction Strategies. Front Psychol 2019; 10:2296. [PMID: 31681093 PMCID: PMC6813467 DOI: 10.3389/fpsyg.2019.02296] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/16/2019] [Accepted: 09/24/2019] [Indexed: 11/25/2022] Open
Affiliation(s)
- Lea Nemeth
- Department of Empirical Educational Research, Institute of Educational Science, Faculty of Human Sciences, University of Kassel, Kassel, Germany
| | - Katharina Werker
- Department of Empirical Educational Research, Institute of Educational Science, Faculty of Human Sciences, University of Kassel, Kassel, Germany
| | - Julia Arend
- Department of Empirical Educational Research, Institute of Educational Science, Faculty of Human Sciences, University of Kassel, Kassel, Germany
| | - Sebastian Vogel
- Department of Empirical Educational Research, Institute of Educational Science, Faculty of Human Sciences, University of Kassel, Kassel, Germany
| | - Frank Lipowsky
- Department of Empirical Educational Research, Institute of Educational Science, Faculty of Human Sciences, University of Kassel, Kassel, Germany
| |
Collapse
|
36
|
Yan VX, Sana F. Interleaving Benefits the Learning of Complex Perceptual Categories: Evidence Against the Discriminative-Contrast Hypothesis. JOURNAL OF COGNITIVE EDUCATION AND PSYCHOLOGY 2019. [DOI: 10.1891/1945-8959.18.1.35] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
Abstract
Interleaving examples of to-be-learned categories, rather than blocking examples by category, frequently enhances category induction. The presently dominant theory is that interleaving promotes discriminative-contrast, and suggests that category similarity structure modulates this interleaving benefit: that blocking should benefit learning when within-category similarity is low and that interleaving should benefit learning when between-category similarity is low. We test whether predictions of this hypothesis hold when generalized to real, complex categories artists' painting styles. Specifically, we test two predictions: (a) that within- and between-category structure should modulate the interleaving benefit (Exp 1a and 1b) and (b) that deliberately juxtaposing similar examples by different artists to highlight their key differences should improve learning (Exp 2a and 2b). We did not, however, find evidence that the discriminative-contrast hypothesis explains the interleaving benefit for complex, perceptual categories.
Collapse
|
37
|
Large Online First Year Learning and Teaching: the Lived Experience of Developing a Student-Centred Continual Learning Practice. SYSTEMIC PRACTICE AND ACTION RESEARCH 2019. [DOI: 10.1007/s11213-019-09492-x] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
|
38
|
Why does interleaving improve math learning? The contributions of discriminative contrast and distributed practice. Mem Cognit 2019; 47:1088-1101. [DOI: 10.3758/s13421-019-00918-4] [Citation(s) in RCA: 19] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
|
39
|
Nemeth L, Werker K, Arend J, Vogel S, Lipowsky F. Interleaved Learning in Elementary School Mathematics: Effects on the Flexible and Adaptive Use of Subtraction Strategies. Front Psychol 2019; 10:86. [PMID: 30828310 PMCID: PMC6385790 DOI: 10.3389/fpsyg.2019.00086] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/14/2018] [Accepted: 01/11/2019] [Indexed: 11/21/2022] Open
Abstract
Empirical findings show that students are often not capable of using number-based strategies and the standard written algorithm flexibly and adaptively to solve multi-digit subtraction problems. Previous studies have pointed out that students predominantly use the standard written algorithm after its introduction, regardless of task characteristics. Interleaved practice seems to be a promising approach to foster the flexible and adaptive use of strategies. In comparison to the usual blocked approach, in which strategies are introduced and practiced successively, they are presented intermixed in interleaved learning. Thus, the students have to choose an appropriate strategy on the basis of every task itself, and this leads to drawing comparisons between the different strategies. Previous research has shown inconsistent results regarding the effectivity of interleaving mathematical tasks. However, according to the attentional bias framework, interleaved practice seems to be a promising approach for teaching subtraction strategies to enhance the students’ flexibility and adaptivity. In this study, 236 German third graders were randomly assigned to either an interleaved or blocked condition. In the interleaved condition the comparison processes were supported by prompting the students to compare the strategies (between-comparison), while the students of the blocked approach were encouraged to reflect the adaptivity of a specific strategy for specific subtraction tasks (within-comparison). Both groups were taught to use different number-based strategies (i.e., shortcut strategies and decomposition strategies) and the standard written algorithm for solving three-digit subtraction problems spanning a teaching unit of 14 lessons. The results show that the students of the interleaved condition used the shortcut strategies more frequently than those of the blocked condition, while the students of the interleaved condition applied the decomposition strategies as well as the standard written algorithm less frequently. Furthermore, the students of the interleaved condition had a higher competence in the adaptive use of the shortcut strategies and the standard written algorithm. A subsequent cluster analysis revealed four groups differing in their degree of adaptivity. Being part of clusters with a comparatively high level of adaptivity was positively related to the prior arithmetical achievement and, even more so, to the interleaved teaching approach.
Collapse
Affiliation(s)
- Lea Nemeth
- Department of Empirical Educational Research, Institute of Educational Science, Faculty of Human Sciences, University of Kassel, Kassel, Germany
| | - Katharina Werker
- Department of Empirical Educational Research, Institute of Educational Science, Faculty of Human Sciences, University of Kassel, Kassel, Germany
| | - Julia Arend
- Department of Empirical Educational Research, Institute of Educational Science, Faculty of Human Sciences, University of Kassel, Kassel, Germany
| | - Sebastian Vogel
- Department of Empirical Educational Research, Institute of Educational Science, Faculty of Human Sciences, University of Kassel, Kassel, Germany
| | - Frank Lipowsky
- Department of Empirical Educational Research, Institute of Educational Science, Faculty of Human Sciences, University of Kassel, Kassel, Germany
| |
Collapse
|
40
|
Verbal and spatial acquisition as a function of distributed practice and code-specific interference. Mem Cognit 2019; 47:779-791. [PMID: 30680640 DOI: 10.3758/s13421-019-00892-x] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Abstract
Theories of memory must account for memory performance during both the acquisition (i.e., ongoing learning) and retention (i.e., following disuse) stages of training. One factor affecting both stages is whether repeated encounters with a set of material occur with no delay between blocks (massed) or alternating with another intervening task (spaced). Whereas the retention advantage for spaced over massed practice is well accounted for by some current theories of memory, theories of decay or general interference predict massed, rather than spaced, advantages during acquisition. In a series of 3 experiments, we show that the effects of spacing on acquisition depend on the relationship between primary and delay tasks. Specifically, massed acquisition advantages occur only in the presence of code-specific interference (the engagement in two alternating tasks both emphasizing the same processing code, such as verbal or spatial processing codes; e.g., learning letter-number pairs and reading text), whereas spaced acquisition advantages are observed only when code-specific interference is absent. These results present a challenge for major theories of memory. Furthermore, we argue that code-specific interference is important for researchers of the spacing and interleaving effects to take into consideration, as the relationship between the alternating tasks used has a substantial impact on acquisition performance.
Collapse
|
41
|
Affiliation(s)
- Scott F. Rockart
- Fuqua School of Business, Duke University, Durham, North Carolina 27708
| | - Kristin Wilson
- Kenan-Flagler Business School, University of North Carolina at Chapel Hill, Chapel Hill, North Carolina 27599
| |
Collapse
|
42
|
Sana F, Yan VX, Kim JA, Bjork EL, Bjork RA. Does working memory capacity moderate the interleaving benefit? JOURNAL OF APPLIED RESEARCH IN MEMORY AND COGNITION 2018. [DOI: 10.1016/j.jarmac.2018.05.005] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
|
43
|
Miyatsu T, Nguyen K, McDaniel MA. Five Popular Study Strategies: Their Pitfalls and Optimal Implementations. PERSPECTIVES ON PSYCHOLOGICAL SCIENCE 2018; 13:390-407. [DOI: 10.1177/1745691617710510] [Citation(s) in RCA: 39] [Impact Index Per Article: 6.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Researchers’ and educators’ enthusiasm in applying cognitive principles to enhance educational practices has become more evident. Several published reviews have suggested that some potent strategies can help students learn more efficaciously. Unfortunately, for whatever reason, students do not report frequent reliance on these empirically supported techniques. In the present review, we take a novel approach, identifying study strategies for which students have strong preferences and assessing whether these preferred strategies have any merit given existing empirical evidence from the cognitive and educational literatures. Furthermore, we provide concrete recommendations for students, instructors, and psychologists. For students, we identify common pitfalls and tips for optimal implementation for each study strategy. For instructors, we provide recommendations for how they can assist students to more optimally implement these study strategies. For psychologists, we highlight promising avenues of research to help augment these study strategies.
Collapse
Affiliation(s)
- Toshiya Miyatsu
- Department of Psychological and Brain Sciences, Washington University in St. Louis
| | - Khuyen Nguyen
- Department of Psychological and Brain Sciences, Washington University in St. Louis
| | - Mark A. McDaniel
- Department of Psychological and Brain Sciences, Washington University in St. Louis
| |
Collapse
|
44
|
Welsher A, Grierson LEM. Enhancing technical skill learning through interleaved mixed-model observational practice. ADVANCES IN HEALTH SCIENCES EDUCATION : THEORY AND PRACTICE 2017; 22:1201-1211. [PMID: 28160101 DOI: 10.1007/s10459-017-9759-0] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/28/2016] [Accepted: 01/24/2017] [Indexed: 05/24/2023]
Abstract
A broad foundation of behavioural (Hayes et al. in Exp Brain Res 204(2): 199-206, 2010) and neurophysiological (Kohler et al. in Science 297(5582): 846-848, 2002) evidence has revealed that the acquisition of psychomotor skills, including those germane to clinical practice (Domuracki et al. in Med Educ 49(2): 186-192, 2015), can be facilitated through observational practice. Interestingly, research also reveals that learning via observation is greatest when the learner has the opportunity to view both error-free expert demonstrations and flawed novice demonstrations (Rohbanfard and Proteau in Exp Brain Res 215: 183-197, 2011). In this study, we explored whether the learning that results from the combined viewing of experts and novices is greater when the demonstrations are presented under observation schedules characterized by higher levels of contextual interference. To do so, we engaged participants in an observational learning study of the Fundamentals of Laparoscopic Surgery pots-and-beans task: a simulated procedure in which performers must move objects under precision constraints in the minimal access surgery environment. Each participant was randomized to one of three groups that engaged in identical physical and mixed-model observational practice of this skill, with the only difference being that one group's observation was presented in blocked fashion (low interference) while the other two groups' observations were presented in semi-interleaved (medium interference) and interleaved (high interference) fashions. Total errors and time-to-complete measures taken during physical practice blocks revealed that all three groups improved over the intervention. Further analyses revealed that the low interference group performed better immediately following the physical and observational practice intervention, but that the medium- and high-interference groups were conveyed a performance advantage in a transfer test conducted after a period of retention that challenged participants to perform in the opposite direction. The results are discussed with respect to the classic contextual interference effect (Shea and Morgan in J Exp Psychol 5(2): 179-187, 1979) and with particular relevance to clinical skills education.
Collapse
Affiliation(s)
- Arthur Welsher
- Department of Kinesiology, McMaster University, Hamilton, Canada
| | - Lawrence E M Grierson
- Department of Kinesiology, McMaster University, Hamilton, Canada.
- Department of Family Medicine, David Braley Health Sciences Centre, McMaster University, 100 Main St. W., 5003B, Hamilton, ON, L8P 1H6, Canada.
- Program for Educational Research and Development, Faculty of Health Sciences, McMaster University, Hamilton, Canada.
| |
Collapse
|
45
|
Sio UN, Kotovsky K, Cagan J. The Facilitating Role of Task Alternation on Group Idea Generation. JOURNAL OF APPLIED RESEARCH IN MEMORY AND COGNITION 2017. [DOI: 10.1016/j.jarmac.2017.08.005] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
|
46
|
Del Missier F, Sassano A, Coni V, Salomonsson M, Mäntylä T. Blocked vs. interleaved presentation and proactive interference in episodic memory. Memory 2017; 26:697-711. [PMID: 29130368 DOI: 10.1080/09658211.2017.1402937] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
Abstract
Although a number of theoretical accounts of proactive interference (PI) in episodic memory have been proposed, existing empirical evidence does not support conclusively a single view yet. In two experiments we tested the predictions of the temporal discrimination theory of PI against alternative accounts by manipulating the presentation schedule of study materials (lists blocked by category vs. interleaved). In line with the temporal discrimination theory, we observed a clear buildup of (and release from) PI in the blocked condition, in which all the lists of the same category were presented sequentially. In the interleaved condition, with alternating lists of different categories, a more gradual and smoother buildup of PI was observed. When participants were left free to choose their presentation schedule, they spontaneously adopted an interleaved schedule, resulting again in more gradual PI. After longer delays, we observed recency effects at the list level in overall recall and, in the blocked condition, PI-related effects. The overall pattern of findings agrees with the predictions of the temporal discrimination theory of PI, complemented with categorical processing of list items, but not with alternative accounts, shedding light on the dynamics and underpinnings of PI under diverse presentation schedules and over different time scales.
Collapse
Affiliation(s)
- Fabio Del Missier
- a Department of Psychology , Stockholm University , Stockholm , Sweden.,b Department of Life Sciences , University of Trieste , Trieste , Italy
| | - Alessia Sassano
- b Department of Life Sciences , University of Trieste , Trieste , Italy
| | - Valentina Coni
- b Department of Life Sciences , University of Trieste , Trieste , Italy
| | - Martina Salomonsson
- c Department of Psychology and Cognitive Sciences , University of Trento , Trento , Italy
| | - Timo Mäntylä
- a Department of Psychology , Stockholm University , Stockholm , Sweden
| |
Collapse
|
47
|
Ziegler E, Edelsbrunner PA, Stern E. The Relative Merits of Explicit and Implicit Learning of Contrasted Algebra Principles. EDUCATIONAL PSYCHOLOGY REVIEW 2017. [DOI: 10.1007/s10648-017-9424-4] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
|
48
|
Huffman WB, Hahn S. Investigating Optimal Memory Enhancement Procedures in Foreign Language Learning. APPLIED COGNITIVE PSYCHOLOGY 2017. [DOI: 10.1002/acp.3351] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
|
49
|
Abstract
Past research has shown a performance bias: People expect their future performance level on a task to match their current performance level, even when there are good reasons to expect future performance to differ from current performance. One explanation of this bias is that judgments are controlled by what learners can observe, and while current performance is usually observable, changes in performance (i.e., learning or forgetting) are not. This explanation makes a prediction that we tested here: If learning becomes observable, it should begin to affect judgments. In three experiments, after practicing a skill, participants estimated how they performed in the past and how they expected to perform in the future. In Experiments 1 and 2, participants knew they had been improving, as shown by their responses, yet they did not predict that they would improve in the future. This finding was particularly striking because (a) they did improve in the future and (b) as Experiment 3 showed, they did hold the conscious belief that past improvement predicted future improvement. In short, when learning and performance are both observable, judgments of learning seem to be guided by performance and not learning.
Collapse
|
50
|
The Complexities of Learning Categories Through Comparisonsa. PSYCHOLOGY OF LEARNING AND MOTIVATION 2017. [DOI: 10.1016/bs.plm.2016.11.002] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/23/2022]
|