The role of executive function abilities in interleaved vs. blocked learning of science concepts.

ABSTRACT: This study investigated the relative efficacy of interleaved versus blocked instruction and the role of executive function in governing learning from these instructional sequences. Eighth grade students learned about three rock concepts (igneous, sedimentary, metamorphic) and their attributes (origin, texture, composition). Consistent with prior studies and as predicted by current theoretical accounts, students who received interleaved instruction showed better memory (i.e., accuracy on true-false questions) when tested 2 weeks later, whereas those who received blocked instruction showed better memory when tested on the same day as instruction. Also consistent with prior studies and theoretical accounts, the blocked group showed greater transfer when tested after a retention interval, alth

SUBMITTER: Park J 

PROVIDER: S-EPMC10658001 | biostudies-literature | 2023

REPOSITORIES: biostudies-literature