title: The exemplar interleaving effect in inductive learning: moderation by the difficulty of category discriminations.
abstract: Recent research demonstrates a spacing effect in inductive learning. Spacing different individual exemplars apart in time, rather than massing them together, aids in the learning of categories. Experiment 1 examined whether it is interleaving or temporal spacing that is critical to the spacing effect in the situation where the memory load is high, and the results favored interleaving. Experiment 2 examined the effect of the difficulty of the category discrimination on presentation style (massed vs. spaced) in inductive learning, and the results demonstrated that spacing (i.e., interleaving of exemplars from different categories) is advantageous for low-discriminabilty categories, whereas massing is more effective for high-discriminability categories. In contrast to these performance measures, massing was judged by participants to be more effective than spacing in both discriminability conditions, even when performance for low-discriminability categories showed the opposite.
authors.affiliation: School of Psychology, University of Queensland, Brisbane, QLD 4072, Australia. norehan.zulkiply@uqconnect.edu.au
authors.forename: Norehan
authors.initials: N
authors.lastname: Zulkiply
authors.forename: Jennifer S
authors.initials: JS
authors.lastname: Burt
mesh_terms: D001245:Association Learning; D001288:Attention; D003210:Concept Formation; D004192:Discrimination, Psychological; D005260:Female; D005795:Generalization, Stimulus; D006801:Humans; D007600:Judgment; D008297:Male; D008570:Memory, Short-Term; D011939:Mental Recall; D010364:Pattern Recognition, Visual; D011214:Practice, Psychological; D012691:Serial Learning