Interleaving benefits on criterial tests cannot be attributed to increased study time¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? There were no significant self-reported study time differences between the blocked and interleaved conditions. → Joshua Samani and Steven C. Pan 2021

Evidence¶

Joshua Samani and Steven C. Pan 2021¶

Joshua Samani and Steven C. Pan. (2021). Interleaved practice enhances memory and problem-solving ability in undergraduate physics. npj Science of Learning. https://doi.org/10.1038/s41539-021-00110-x

q3 · i? · causal · r2

Exit-survey study-behavior analysis from the same experiment. The article concludes the interleaving benefit reflects qualitative changes in learning during homework completion rather than changes in the volume of studying.

"there were no significant self-reported study time differences between the two conditions (Table 3). Rather, the most common pattern across both conditions involved minimal studying prior to the criterial test (≤3 h over 4 weeks) and intense studying between the criterial tests and midterms ( ≥10 h over 3 days)."

Discussion¶

Related Claims¶

• The interleaving benefit is not caused by spacing, and the benefit extends to delayed tests — related
• Interleaved homework yields higher surprise criterial test scores than blocked homework in undergraduate physics, with larger effects in Stage 2 — related
• Interleaving improves both long-term memory for formulas and exact answer correctness on criterial tests, with a smaller benefit for correctness — related
• Interleaving benefits were not detected on high-stakes midterm exams taken after cramming — related