The Role of Executive Function in Interleaved vs Blocked Learning of Science Concepts
Abstract
PMC study examining how executive function abilities moderate the benefits of interleaved versus blocked practice in science learning.
Used in syntheses
Questions this source addresses
- How does the timing of practice change what we remember?
- When does mixing different kinds of practice help us learn?
- When should an intelligent tutor make learning harder?
- Why do some things we learn stay with us?
- How does a learner's executive function capacity moderate whether they benefit from interleaved versus blocked instructional sequencing?
- How does the forgetting-reconstructive hypothesis explain the memory benefits of interleaved practice over blocked practice?
- What practical considerations should instructional designers weigh when deciding whether to implement interleaving given learners' working memory and readiness differences?
- Why does interleaved practice produce worse performance during learning but better performance on delayed tests compared to blocked practice?