| Popis: |
Numerous studies have shown that an interleaved study sequence of examples (e.g., ABCBACACB) from different categories, relative to a blocked sequence (e.g., AAABBBCCC), often yields superior category learning. Some explanations for sequencing effects centers on attentional processes, others focus on memory processes, and the two are often pitted against each other. We propose a new integrative two-stage framework for sequencing effects incategory-learning and support this framework using a meta-analytic approach. We show, using a meta-analytic approach, that a combination of memory and attentional predictors explains significantly more variance in sequencing effects than attentional factors alone. This approach also allowed us to examine the nature of the existing evidence, which revealed inferential limitations due to how researchers typically design experiments. We provide suggestions for future research on sequencing effects in category learning that would both test the two-stage framework and increase the impact of future research. |
