Please use this identifier to cite or link to this item: https://doi.org/10.1038/s41539-021-00110-x
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dc.titleInterleaved practice enhances memory and problem-solving ability in undergraduate physics
dc.contributor.authorSamani, Joshua
dc.contributor.authorPan, Steven C
dc.date.accessioned2022-07-13T02:00:55Z
dc.date.available2022-07-13T02:00:55Z
dc.date.issued2021-11-12
dc.identifier.citationSamani, Joshua, Pan, Steven C (2021-11-12). Interleaved practice enhances memory and problem-solving ability in undergraduate physics. NPJ SCIENCE OF LEARNING 6 (1). ScholarBank@NUS Repository. https://doi.org/10.1038/s41539-021-00110-x
dc.identifier.issn20567936
dc.identifier.urihttps://scholarbank.nus.edu.sg/handle/10635/228342
dc.description.abstractWe investigated whether continuously alternating between topics during practice, or interleaved practice, improves memory and the ability to solve problems in undergraduate physics. Over 8 weeks, students in two lecture sections of a university-level introductory physics course completed thrice-weekly homework assignments, each containing problems that were interleaved (i.e., alternating topics) or conventionally arranged (i.e., one topic practiced at a time). On two surprise criterial tests containing novel and more challenging problems, students recalled more relevant information and more frequently produced correct solutions after having engaged in interleaved practice (with observed median improvements of 50% on test 1 and 125% on test 2). Despite benefiting more from interleaved practice, students tended to rate the technique as more difficult and incorrectly believed that they learned less from it. Thus, in a domain that entails considerable amounts of problem-solving, replacing conventionally arranged with interleaved homework can (despite perceptions to the contrary) foster longer lasting and more generalizable learning.
dc.language.isoen
dc.publisherNATURE PORTFOLIO
dc.sourceElements
dc.subjectSocial Sciences
dc.subjectScience & Technology
dc.subjectLife Sciences & Biomedicine
dc.subjectEducation & Educational Research
dc.subjectNeurosciences
dc.subjectPsychology, Experimental
dc.subjectNeurosciences & Neurology
dc.subjectPsychology
dc.subjectCATEGORY
dc.subjectACQUISITION
dc.subjectBENEFITS
dc.typeArticle
dc.date.updated2022-07-11T07:17:12Z
dc.contributor.departmentDEPT OF PSYCHOLOGY
dc.description.doi10.1038/s41539-021-00110-x
dc.description.sourcetitleNPJ SCIENCE OF LEARNING
dc.description.volume6
dc.description.issue1
dc.published.statePublished
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