Interleaving Improves Learning for All Learners

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Interleaving Improves Learning for All Learners

References:

(1) Taylor, K., & Rohrer, D. (2010). The effect of interleaving practice. Applied Cognitive Psychology, 24, 837-848. https://doi.org/10.1002/acp.1598

(2) Rohrer, D., Dedrick, R. F., & Burgess, K. (2014). The benefit of interleaved mathematics practice is not limited to superficially similar kinds of problems. Psychonomic Bulletin & Review, 21, 1323-1330. https://doi.org/10.3758/s13423-014-0588-3

(3) Kornell, N., & Bjork, R. A. (2008). Learning concepts and categories: Is spacing the “enemy of induction”?. Psychological Science, 19(6), 585-592.

(4) Yan, V. X., & Sana, F. (2021). The Robustness of the interleaving benefit. Journal of Applied Research in Memory and Cognition, 10(4), 589-602.

(5) Hebert, E. P., Landin, D., & Solmon, M. A. (1996). Practice schedule effects on the performance and learning of low-and high-skilled students: An applied study. Research Quarterly for Exercise and Sport, 67(1), 52-58.