Interleaving in Workplace Training Repetition is a major key to learning. Repeating vocabulary flashcards without a doubt helps remember the words, but what is the best method of repeating the vocabulary word? If the goal is to retain the word, in the long run, an interleaving approach to learning is the best way to retain the vocabulary word. Interleave learning is a more random, less predictable way to order the vocabulary words; it is mixing together the words and definitions rather than repeating the same word over and over again in a blocked fashion (Carpenter, 2014). In the paper, I will review current literature in interleaving versus blocking or massed. I will then offer my recommendation for a potential workplace training model.
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When looking for similarities between two objects, a blocked study method is most helpful. However, which is best when you want to retain the knowledge you learned in the long run? Doug Rohrer, Robert F. Dedrick, and Sandra Sterstic (2014) found that students who practiced math problems in an interleaved condition did better than students in a blocked condition on a math test which used the strategies they learned from the practice. This was found to be true one day later, as well as thirty days later. In this study, interleaving worked best because it taught students to read each question and properly identify what strategy they should use. The reason blocking was not as effective was that students no longer need to decipher which strategy to use. This is due to the fact that when they figure out the strategy for question one, it will be the same strategy they use for all ten questions. When it came time for testing, either one or thirty days later, the students who were able to identify the differences between the questions, the students in the interleaved practice condition, were more successful in solving the math problem because they developed the strategy for solving each …show more content…
K. (2014). Spacing and interleaving of study and practice. In V. A. Benassi, C. E.
Overson, & C. M. Hakala (Eds.), Applying the science of learning in education: Infusing psychological science into the curriculum (pp. 131-141). American Psychological Association.
Kornell, N., & Bjork, R. A. (2008). Learning Concepts and Categories:Is Spacing the “Enemy of
Induction”? Psychological Science, 19(6), 585-592.
Rohrer, D., Dedrick, R. F., & Stershic, S. (2015). Interleaved practice improves mathematics learning. Journal of Educational Psychology, 107(3), 900
Tauber, S. K., Dunlosky, J., Rawson, K. A., Wahlheim, C. N., & Jacoby, L. L. (2013). Self- regulated learning of a natural category: Do people interleave or block exemplars during study? Psychonomic Bulletin & Review, 20(2), 356-363.
When looking for similarities between two objects, a blocked study method is most helpful. However, which is best when you want to retain the knowledge you learned in the long run? Doug Rohrer, Robert F. Dedrick, and Sandra Sterstic (2014) found that students who practiced math problems in an interleaved condition did better than students in a blocked condition on a math test which used the strategies they learned from the practice. This was found to be true one day later, as well as thirty days later. In this study, interleaving worked best because it taught students to read each question and properly identify what strategy they should use. The reason blocking was not as effective was that students no longer need to decipher which strategy to use. This is due to the fact that when they figure out the strategy for question one, it will be the same strategy they use for all ten questions. When it came time for testing, either one or thirty days later, the students who were able to identify the differences between the questions, the students in the interleaved practice condition, were more successful in solving the math problem because they developed the strategy for solving each …show more content…
K. (2014). Spacing and interleaving of study and practice. In V. A. Benassi, C. E.
Overson, & C. M. Hakala (Eds.), Applying the science of learning in education: Infusing psychological science into the curriculum (pp. 131-141). American Psychological Association.
Kornell, N., & Bjork, R. A. (2008). Learning Concepts and Categories:Is Spacing the “Enemy of
Induction”? Psychological Science, 19(6), 585-592.
Rohrer, D., Dedrick, R. F., & Stershic, S. (2015). Interleaved practice improves mathematics learning. Journal of Educational Psychology, 107(3), 900
Tauber, S. K., Dunlosky, J., Rawson, K. A., Wahlheim, C. N., & Jacoby, L. L. (2013). Self- regulated learning of a natural category: Do people interleave or block exemplars during study? Psychonomic Bulletin & Review, 20(2), 356-363.