TY - JOUR
T1 - The role of executive function abilities in interleaved vs. blocked learning of science concepts
AU - Park, Jimin
AU - Varma, Keisha
AU - Varma, Sashank
N1 - Publisher Copyright:
Copyright © 2023 Park, Varma and Varma.
PY - 2023
Y1 - 2023
N2 - This study investigated the relative efficacy of interleaved versus blocked instruction and the role of executive function in governing learning from these instructional sequences. Eighth grade students learned about three rock concepts (igneous, sedimentary, metamorphic) and their attributes (origin, texture, composition). Consistent with prior studies and as predicted by current theoretical accounts, students who received interleaved instruction showed better memory (i.e., accuracy on true–false questions) when tested 2 weeks later, whereas those who received blocked instruction showed better memory when tested on the same day as instruction. Also consistent with prior studies and theoretical accounts, the blocked group showed greater transfer when tested after a retention interval, although this advantage was not significant. Critically, and as predicted, the shifting and inhibition executive function abilities were more predictive of learning from interleaved vs. blocked instruction. These findings lay the groundwork for future studies investigating the role of executive function in learning from different forms of instruction.
AB - This study investigated the relative efficacy of interleaved versus blocked instruction and the role of executive function in governing learning from these instructional sequences. Eighth grade students learned about three rock concepts (igneous, sedimentary, metamorphic) and their attributes (origin, texture, composition). Consistent with prior studies and as predicted by current theoretical accounts, students who received interleaved instruction showed better memory (i.e., accuracy on true–false questions) when tested 2 weeks later, whereas those who received blocked instruction showed better memory when tested on the same day as instruction. Also consistent with prior studies and theoretical accounts, the blocked group showed greater transfer when tested after a retention interval, although this advantage was not significant. Critically, and as predicted, the shifting and inhibition executive function abilities were more predictive of learning from interleaved vs. blocked instruction. These findings lay the groundwork for future studies investigating the role of executive function in learning from different forms of instruction.
KW - blocked learning
KW - executive function
KW - instructional sequencing
KW - interleaved learning
KW - science instruction
KW - transfer
UR - http://www.scopus.com/inward/record.url?scp=85177165056&partnerID=8YFLogxK
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U2 - 10.3389/fpsyg.2023.1199682
DO - 10.3389/fpsyg.2023.1199682
M3 - Article
C2 - 38022929
AN - SCOPUS:85177165056
SN - 1664-1078
VL - 14
JO - Frontiers in Psychology
JF - Frontiers in Psychology
M1 - 1199682
ER -