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Why do people overestimate the effectiveness of blocked learning?
Interleaved learning has been shown to be better for delayed memory performance than blocked learning. Nevertheless, people judge blocked learning to be more effective. In the present work, we tested different explanations for this metacognitive bias. Across three experiments, participants studied s...
Autores principales: | , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Springer US
2022
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10482805/ https://www.ncbi.nlm.nih.gov/pubmed/36525221 http://dx.doi.org/10.3758/s13423-022-02225-7 |
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author | Krasnoff, Julia Overkott, Clara |
author_facet | Krasnoff, Julia Overkott, Clara |
author_sort | Krasnoff, Julia |
collection | PubMed |
description | Interleaved learning has been shown to be better for delayed memory performance than blocked learning. Nevertheless, people judge blocked learning to be more effective. In the present work, we tested different explanations for this metacognitive bias. Across three experiments, participants studied sequences of object-color associations for a final color-reproduction test. In Experiment 1, colors of a sequence were selected from one color category (blocked-study condition) or distinct color categories (interleaved-study condition). Participants gave higher judgements of learning (JOLs) for objects studied in the blocked condition, although performance was better for objects in the interleaved condition. In Experiment 2, participants’ immediate memory performance after each sequence was additionally measured. JOLs were again higher for objects in the blocked condition, and they mimicked participants’ immediate memory performance suggesting a link between participants’ evaluations of the learning strategies and their immediate memory effects. In Experiment 3, the objects of one sequence were either grouped by category (blocked-study condition) or derived from distinct categories (interleaved-study condition). Neither JOLs, nor immediate performance was affected by this manipulation of blocked learning, speaking against the possibility that people prefer blocked learning because of habit only. We conclude that people overestimate the effectiveness of blocked learning due to the immediate memory boost caused by blocked learning and not due to their previously acquired habit to study in blocks. This study provides insights into how people evaluate the effectiveness of learning strategies and why these evaluations are not always accurate. |
format | Online Article Text |
id | pubmed-10482805 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2022 |
publisher | Springer US |
record_format | MEDLINE/PubMed |
spelling | pubmed-104828052023-09-08 Why do people overestimate the effectiveness of blocked learning? Krasnoff, Julia Overkott, Clara Psychon Bull Rev Brief Report Interleaved learning has been shown to be better for delayed memory performance than blocked learning. Nevertheless, people judge blocked learning to be more effective. In the present work, we tested different explanations for this metacognitive bias. Across three experiments, participants studied sequences of object-color associations for a final color-reproduction test. In Experiment 1, colors of a sequence were selected from one color category (blocked-study condition) or distinct color categories (interleaved-study condition). Participants gave higher judgements of learning (JOLs) for objects studied in the blocked condition, although performance was better for objects in the interleaved condition. In Experiment 2, participants’ immediate memory performance after each sequence was additionally measured. JOLs were again higher for objects in the blocked condition, and they mimicked participants’ immediate memory performance suggesting a link between participants’ evaluations of the learning strategies and their immediate memory effects. In Experiment 3, the objects of one sequence were either grouped by category (blocked-study condition) or derived from distinct categories (interleaved-study condition). Neither JOLs, nor immediate performance was affected by this manipulation of blocked learning, speaking against the possibility that people prefer blocked learning because of habit only. We conclude that people overestimate the effectiveness of blocked learning due to the immediate memory boost caused by blocked learning and not due to their previously acquired habit to study in blocks. This study provides insights into how people evaluate the effectiveness of learning strategies and why these evaluations are not always accurate. Springer US 2022-12-16 2023 /pmc/articles/PMC10482805/ /pubmed/36525221 http://dx.doi.org/10.3758/s13423-022-02225-7 Text en © The Author(s) 2022 https://creativecommons.org/licenses/by/4.0/Open AccessThis article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/ (https://creativecommons.org/licenses/by/4.0/) . |
spellingShingle | Brief Report Krasnoff, Julia Overkott, Clara Why do people overestimate the effectiveness of blocked learning? |
title | Why do people overestimate the effectiveness of blocked learning? |
title_full | Why do people overestimate the effectiveness of blocked learning? |
title_fullStr | Why do people overestimate the effectiveness of blocked learning? |
title_full_unstemmed | Why do people overestimate the effectiveness of blocked learning? |
title_short | Why do people overestimate the effectiveness of blocked learning? |
title_sort | why do people overestimate the effectiveness of blocked learning? |
topic | Brief Report |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10482805/ https://www.ncbi.nlm.nih.gov/pubmed/36525221 http://dx.doi.org/10.3758/s13423-022-02225-7 |
work_keys_str_mv | AT krasnoffjulia whydopeopleoverestimatetheeffectivenessofblockedlearning AT overkottclara whydopeopleoverestimatetheeffectivenessofblockedlearning |