Optimizing self-organized study orders: combining refutations and metacognitive prompts improves the use of interleaved practice.

During category learning, students struggle to create an optimal study order: They often study one category at a time (i.e., blocked practice) instead of alternating between different categories (i.

Interleaving Effects in Blindfolded Perceptual Learning Across Various Sensory Modalities.

Research on sequence effects on learning visual categories has shown that interleaving (i.e., studying the categories in a mixed manner) facilitates category induction as compared to blocking (i.

Change one category at a time: Sequence effects beyond interleaving and blocking.

Research on study sequences has not considered the cross-classification of to-be-learned categories. In two experiments, we utilized cross-classified exemplars, which simultaneously belonged to categories of two orthogonal dimensions. Experiment 1 addressed the question of how interleaving one category dimension while simultaneous blocking another category dimension affects the induction of the simultaneously blocked category dimension.

Generating Causal Relations in Scientific Texts: The Long-Term Advantages of Successful Generation.

A high level of text comprehension can be achieved by engaging learners in processes of organization and integration while reading a cohesive text. In the present study, we investigated the impact of an innovative generative technique on learning with scientific texts. The was implemented by means of cohesion gaps.