The Impact of Task Number and Working Memory Capacity on Interleaving Learning

doi:10.12139/j.1672-0628.2022.01.003

Abstract

Abstract: The study aimed to investigate the stability of the interleaving effect in rule-based category learning. Participants were asked to learn in single- or dual-task conditions where the stimuli were presented in blocked and interleaved conditions. Operation span, rotation span, and symmetry span tasks were used to measure working memory capacity (WMC). The results showed that those whose majors belonged to the liberal arts were benefited more from the interleaved presentation. In contrast, those whose majors belonged to the sciences benefited from blocking learning. In addition, neither task number nor WMC affected the interleaving effect, indicating that the advantage of interleaving learning is stable in both single and dual-task conditions, and individuals with different WMC benefit from interleaving learning.

Key words: interleaved presentation, dual task, working memory capacity, subject type

摘要： 研究以分子结构式为材料，让被试在单任务或双任务条件下以集中呈现和交错呈现的方式进行学习，并通过操作广度、旋转广度和对称广度任务测量工作记忆容量（working memory capacity, WMC），探究在基于规则类别学习中交错呈现优势的稳定性。结果显示，交错呈现优势仅体现在文科生中；而对于理科生，集中呈现效果较佳。另外，任务数量和WMC均不影响交错呈现优势，表明交错呈现优势稳定存在于单任务和双任务条件中，且不同WMC的个体均能从交错学习获益。

关键词: 交错呈现, 双任务, 工作记忆容量, 学科类型

CLC Number:

B842

WANG Jiawei, XIAN Meijun, XING Qiang. The Impact of Task Number and Working Memory Capacity on Interleaving Learning[J]. Studies of Psychology and Behavior, 2022, 20(1): 15-21.

王家慰, 冼美君, 邢强. 任务数量与工作记忆容量对交错学习的影响[J]. 心理与行为研究, 2022, 20(1): 15-21.

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