The effects of interleaved practice

By Kelli M. Taylor, Doug Rohrer. 2010

279 citations recorded by the source corpus.

Subfields: Artificial Intelligence, Cognitive Neuroscience, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/87e71836483e99f64e051650b1f749c2b9cc4bcd

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In Artificial Intelligence

In Cognitive Neuroscience

In Experimental and Cognitive Psychology

Citations in the corpus

Meaningful Practice (2017, background): “Researchers suggest that practicing skills in combination, or interleaving, promotes higher mastery and flexible application of skills than practicing skills in isolation (Brownell et al., in press; Dunlosky, Rawson, Marsh, Nathan, & Willingham, 2013; Taylor & Rohrer, 2010).”
Inexpensive techniques to improve education: Applying cognitive psychology to enhance educational practice (2012, background): “For example, Taylor and Rohrer (2010) had fourth grade students learn to solve different types of math problems, so that when they were provided with a minimal amount of information (i.”
Spaced Repetition Promotes Efficient and Effective Learning (2016, background): “Interleaved practice also benefits mathematics problem solving in college students (Rohrer & Taylor, 2007) and elementary school children (Taylor & Rohrer, 2010).”
Sequential Mastery of Multiple Visual Tasks: Networks Naturally Learn to Learn and Forget to Forget (2019, background): “Inspired by results from the human learning literature [33, 34], we hypothesized that the forgetting rate would decrease with additional training.”
A randomized controlled trial of interleaved mathematics practice. (2019, unknown): “Finally, in a study by Taylor and Rohrer (2010), fourth-grade students completed one session of interleaved or blocked practice of prism problems, and the interleaved group scored much higher on a test given one day later.”
Interleaving Helps Students Distinguish among Similar Concepts (2012, methodology): “This same paradigm was used in a mathematics learning study reported by Taylor and Rohrer (2010), which is described in the section on mathematics learning, and they also found an interleaving effect after controlling for the effects of spacing (similar findings have been reported with perceptual…”
Retrieval Practice & Bloom’s Taxonomy: Do Students Need Fact Knowledge Before Higher Order Learning? (2019, background): “…enhance learning to a greater extent than their less effortful comparisons, such as spaced practice instead of massed practice (Rohrer & Taylor, 2006) and interleaved practice instead of blocked practice (Kornell & Bjork, 2008; Taylor & Rohrer, 2010; see Dunlosky et al., 2013 for a review).”
Self-regulated learning: beliefs, techniques, and illusions. (2013, background): “…indeed go beyond the benefits of spacing per se, but the issue remains a matter of current interest and research (see, e.g., Kang & Pashler 2012, Taylor & Rohrer 2010). example, being exposed to answers and solutions can deny us the type of subjective experience that might otherwise provide a…”
Improving fraction understanding in sixth graders with mathematics difficulties: Effects of a number line approach combined with cognitive learning strategies. (2019, background): “Interleaved practice helps students evaluate the demands of types of problems and choose the correct strategy according to problem type (Taylor & Rohrer, 2010).”
Envisioning the Future of Special Education Personnel Preparation in a Standards-Based Era (2015, background): “Interleaved practice requires learners to discern among different concepts within the same practice session (Dunlosky, Rawson, Marsh, Nathan, & Willingham, 2013; Taylor & Rohrer, 2010).”