Learning concepts and categories: is spacing the "enemy of induction"?
Inductive learning -- that is, learning a new concept or category by observing exemplars -- happens constantly, for example, when a baby learns a new word or a doctor classifies x-rays. What influence does the spacing of exemplars have on induction? Compared with massing, spacing enhances long-term recall, but we expected spacing to hamper induction by making the commonalities that define a concept or category less apparent. We asked participants to study multiple paintings by different artists, with a given artist's paintings presented consecutively (massed) or interleaved with other artists' paintings (spaced). We then tested induction by asking participants to indicate which studied artist (Experiments 1a and 1b) or whether any studied artist (Experiment 2) painted each of a series of new paintings. Surprisingly, induction profited from spacing, even though massing apparently created a sense of fluent learning: Participants rated massing as more effective than spacing, even after their own test performance had demonstrated the opposite.
Kornell
Nate
N
Department of Psychology, UCLA, Los Angeles, CA 90095, USA. nkornell@ucla.edu
Bjork
Robert A
RA
D002140:California; D003210:Concept Formation / Q000502:physiology*; D004192:Discrimination, Psychological / Q000502:physiology; D004493:Education / Q000379:methods*; D006801:Humans; D007858:Learning / Q000502:physiology*; D011939:Mental Recall / Q000502:physiology; D010151:Paintings / Q000523:psychology; D021641:Recognition, Psychology / Q000502:physiology; D013334:Students / Q000523:psychology; D013647:Task Performance and Analysis; D013997:Time Factors; D014796:Visual Perception / Q000502:physiology