{"pk":25434,"title":"Effectiveness of Learner-Regulated Study Sequence: An in-vivo study in Introductory Psychology courses","subtitle":null,"abstract":"Study sequence can have a profound impact on learning.\nPrevious research has often shown advantages for interleaved\nover blocked study, though the reverse has also been found.\nLearners typically prefer blocking even in situations for\nwhich interleaving is superior. The present study investigated\nlearner regulation of study sequence, and its effects on\nlearning in an ecologically valid context – university students\nusing an online tutorial relevant to an exam that counted\ntoward their course grades. The majority of participants\nblocked study by problem category, and this tendency was\npositively associated with subsequent exam performance. The\nresults suggest that preference for blocked study may be\nadaptive under some circumstances, and highlight the\nimportance of identifying task environments under which\ndifferent study sequences are most effective.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"study sequence; in-vivo educational research;\nconcept learning"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2v7978t4","frozenauthors":[{"first_name":"Paulo","middle_name":"F","last_name":"Carvalho","name_suffix":"","institution":"Department of Psychological and Brain Sciences, Indiana University","department":""},{"first_name":"David","middle_name":"W","last_name":"Braithwaite","name_suffix":"","institution":"Department of Psychology, Carnegie Mellon University","department":""},{"first_name":"Joshua","middle_name":"Rozana","last_name":"de Leeuw","name_suffix":"","institution":"Department of Psychological and Brain Sciences, Indiana University","department":""},{"first_name":"Benjamin","middle_name":"A","last_name":"Motz","name_suffix":"","institution":"Department of Psychological and Brain Sciences, Indiana University","department":""},{"first_name":"Robert","middle_name":"L","last_name":"Goldstone","name_suffix":"","institution":"Department of Psychological and Brain Sciences, Indiana University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25434/galley/15058/download/"}]}