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The shuffling of mathematics problems improves learning
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“The results of both studies showed interleaved practice to be more effective than blocked practice.”
From Spacing and Interleaving Effects Require Distinct Theoretical Bases: a Systematic Review Testing the Cognitive Load and Discriminative-Contrast Hypotheses (2021) · cites this paper as Rohrer and Taylor (2007)
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Distributed practice in verbal recall tasks: A review and quantitative synthesis.
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“…have advocated that learners space their study (Bahrick et al., 1993; Bjork, 1979, 1988, 1994; Bloom & Shuell, 1981; Cepeda, Pashler, Vul, Wixted, & Rohrer, 2006; Dempster, 1989; Pashler, Rohrer, Cepeda, & Carpenter, 2007; Reynolds & Glaser, 1964; Schmidt & Bjork, 1992; Smith & Rothkopf, 1984).”
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Developing conceptual understanding and procedural skill in mathematics: An iterative process.
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“For this reason, many previous authors have advocated that learners space their study (Bahrick et al., 1993; Bjork, 1979, 1988, 1994; Bloom & Shuell, 1981; Cepeda, Pashler, Vul, Wixted, & Rohrer, 2006; Dempster, 1989; Pashler, Rohrer, Cepeda, & Carpenter, 2007; Reynolds & Glaser, 1964; Schmidt &…”
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Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, D. T. (2013) · Psychological Science in the Public Interest · doi:10.1177/1529100612453266 · Cited by 3,138
Self-Regulated Learning: Beliefs, Techniques, and Illusions
Bjork, R. A., Dunlosky, J., & Kornell, N. (2013) · Annual Review of Psychology · doi:10.1146/annurev-psych-113011-143823 · Cited by 1,468
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Learning Versus Performance: An Integrative Review
Soderstrom, N. C., & Bjork, R. A. (2015) · Perspectives on Psychological Science · doi:10.1177/1745691615569000 · Cited by 651
“This pattern reversed, however, on the long-term retention test: Participants better retained the ability to solve the problems if those problems were practiced 1 week earlier in a mixed format—that is, spacing enhanced learning (Rohrer & Taylor, 2007).”
BackgroundSpaced Repetition Promotes Efficient and Effective Learning: Policy Implications for Instruction
Kang, S. H. K. (2016) · Policy Insights from the Behavioral and Brain Sciences · doi:10.1177/2372732215624708 · Cited by 408
“Interleaving has strong benefits even when the problem types were quite different (Rohrer et al., 2014), compared with the earlier studies on mathematics problem solving (e.g., Rohrer & Taylor, 2007).”
BackgroundResultOptimising learning using flashcards: Spacing is more effective than cramming
Kornell, N. (2009) · Applied Cognitive Psychology · doi:10.1002/acp.1537 · Cited by 350
“One reason for this failure is that spacing has seldom been investigated using procedures that are directly applicable in educational settings (although there are exceptions, e.g. Rohrer & Taylor, 2006, 2007; Smith & Rothkopf, 1984).”
BackgroundArtificial Intelligence in Education
Holmes, W. (2019) · Encyclopedia of Education and Information Technologies · doi:10.1007/978-3-319-60013-0_107-1 · Cited by 336
Carpenter, S. K., Cepeda, N. J., Rohrer, D., Kang, S. H. K., & Pashler, H. (2012) · Educational Psychology Review · doi:10.1007/s10648-012-9205-z · Cited by 469
“Spacing effects were found in two recent experiments in which college students learned a moderately abstract mathematics task (Rohrer & Taylor, 2006, 2007).”
BackgroundSelf-citationThe effects of interleaved practice
Taylor, K., & Rohrer, D. (2010) · Applied Cognitive Psychology · doi:10.1002/acp.1598 · Cited by 288
Self-citationRecent research on human learning challenges conventional instructional strategies
Rohrer, D., & Pashler, H. (2010) · Educational Researcher · doi:10.3102/0013189x10374770 · Cited by 269
“In one study reported by Rohrer and Taylor (2007), college students learned to find the volume of four obscure solids by solving practice problems that were interleaved or blocked, and interleaving boosted subsequent test scores by a factor of three (d = 1.34).”
BackgroundInfluentialSelf-citationChen, O., Castro-Alonso, J. C., Paas, F., & Sweller, J. (2018) · Educational Psychology Review · doi:10.1007/s10648-017-9426-2 · Cited by 239
Teaching the science of learning
Weinstein, Y., Madan, C. R., & Sumeracki, M. A. (2018) · Cognitive Research Principles and Implications · doi:10.1186/s41235-017-0087-y · Cited by 288
“For example, in a study with college students, Rohrer and Taylor (2007) found that shuffling math problems that involved calculating the volume of different shapes resulted in better test performance 1 week later than when students answered multiple problems about the same type of shape in a row.”
BackgroundInstructor and student knowledge of study strategies.
Morehead, K., Rhodes, M. G., & DeLozier, S. (2016) · Memory · doi:10.1080/09658211.2014.1001992 · Cited by 230
“…the value of generating versus being given information (Slamecka & Graf, 1978), of interleaving versus blocking learning (Kornell & Bjork, 2008; Rohrer & Taylor, 2007), of static versus animated images (Mayer, Hegarty, Mayer, & Campbell, 2005), of testing versus restudying (Roediger &…”
BackgroundInterleaving Helps Students Distinguish among Similar Concepts
Rohrer, D. (2012) · Educational Psychology Review · doi:10.1007/s10648-012-9201-3 · Cited by 237
“In one of these studies, Rohrer and Taylor (2007) taught college students to find the volumes of four obscure solids (Fig.”
BackgroundSelf-citationFostering effective learning strategies in higher education—A mixed-methods study.
Biwer, F., Egbrink, M. G. A. O., Aalten, P., & de Bruin, A. B. H. (2020) · Journal of Applied Research in Memory and Cognition · doi:10.1016/j.jarmac.2020.03.004 · Cited by 260
Teaching basic science to optimize transfer
Norman, G. R. (2009) · Medical Teacher · doi:10.1080/01421590903049814 · Cited by 182
“Rohrer and Taylor (2007) had students learn four kinds of geometry problems and practice with 16 additional problems, then were tested on eight new problems.”
BackgroundInterleaved practice improves mathematics learning.
Rohrer, D., Dedrick, R. F., & Stershic, S. (2015) · Journal of Educational Psychology · doi:10.1037/edu0000001 · Cited by 164
“Furthermore, several studies have shown that spacing can improve the learning of mathematics (Bahrick & Hall, 1991; Gay, 1973; Grote, 1995; Rohrer & Taylor, 2006, 2007; Yazdani & Zebrowski, 2006).”
Self-citationIncreasing Retention Without Increasing Study Time
Rohrer, D., & Pashler, H. (2007) · Current Directions in Psychological Science · doi:10.1111/j.1467-8721.2007.00500.x · Cited by 153
Self-citationYan, V. X., Bjork, E. L., & Bjork, R. A. (2016) · Journal of Experimental Psychology General · doi:10.1037/xge0000177 · Cited by 152
Artificial Intelligence in Education
Holmes, W. (2020) · Encyclopedia of Education and Information Technologies · doi:10.1007/978-3-030-10576-1_107 · Cited by 153
Kirk-Johnson, A., Galla, B. M., & Fraundorf, S. H. (2019) · Cognitive Psychology · doi:10.1016/j.cogpsych.2019.101237 · Cited by 175
Rohrer, D., Dedrick, R. F., & Burgess, K. (2014) · Psychonomic Bulletin & Review · doi:10.3758/s13423-014-0588-3 · Cited by 122
“Previous Studies of Interleaved Practice Four previously-published studies have compared the effects of interleaved and blocked mathematics practice (Le Blanc & Simon, 2008; Mayfield & Chase, 2002; Rohrer & Taylor, 2007; Taylor & Rohrer, 2010).”
BackgroundSelf-citationDistributed Learning: Data, Metacognition, and Educational Implications
Son, L. K., & Simon, D. A. (2012) · Educational Psychology Review · doi:10.1007/s10648-012-9206-y · Cited by 127
“…logic gate configurations (Carlson et al. 1989; Carlson and Yaure 1990), for new users of automated teller machines (Jamieson and Rogers 2000), and for solving mathematical problems as might appear in a class homework (Rohrer and Taylor 2007; Le Blanc and Simon 2008; Taylor and Rohrer 2010).”
The effects of interleaving versus blocking on foreign language pronunciation learning
Carpenter, S. K., & Mueller, F. E. (2013) · Memory & Cognition · doi:10.3758/s13421-012-0291-4 · Cited by 103
Kapler, I. V., Weston, T., & Wiseheart, M. (2015) · Learning and Instruction · doi:10.1016/j.learninstruc.2014.11.001 · Cited by 101
Barbieri, C., Rodrigues, J., Dyson, N. I., & Jordan, N. C. (2019) · Journal of Educational Psychology · doi:10.1037/edu0000384 · Cited by 130
“…in free-recall tasks (e.g., multiplication facts; Don- ovan & Radosevich, 1999; Rea & Modigliani, 1985), there also is evidence demonstrating the benefits of distributed practice for learning more complex mathematical concepts, such as determining simple permutations (Rohrer & Taylor, 2006, 2007).”
BackgroundHow Retrieval Attempts Affect Learning
Kornell, N., & Vaughn, K. E. (2016) · The Psychology of learning and motivation/The psychology of learning and motivation · doi:10.1016/bs.plm.2016.03.003 · Cited by 104
“…1981); interleaved versus blocked practice (ie, mixing various problem types in one practice session versus massing practice of one problem type; Rohrer & Taylor, 2007); spaced versus massed practiced (ie, distributing practice across a longer time period versus cramming practice into a shorter…”
BackgroundA randomized controlled trial of interleaved mathematics practice
Rohrer, D., Dedrick, R. F., Hartwig, M. K., & Cheung, C.-N. (2020) · Journal of Educational Psychology · doi:10.1037/edu0000367 · Cited by 90
“…in the introduction, the interleaved group in the present study likely received at least some blocked practice from their teachers before they received the experiment worksheets, and this appears to be true for the other math interleaving studies with one exception (Rohrer & Taylor, 2007).”
Self-citationEffective learning with a personal AI tutor: A case study
Baillifard, A., Gabella, M., Lavenex, P. B., & Martarelli, C. (2024) · Education and Information Technologies · doi:10.1007/s10639-024-12888-5 · Cited by 168
“Interleaving enhances learning by alternating between different ideas or concepts, as opposed to the common practice of focusing on a single theme during a learning session (see for example Rohrer and Taylor, 2007).”
Research Commentary: The Effects of Spacing and Mixing Practice Problems
Rohrer, D. (2009) · Journal for Research in Mathematics Education · doi:10.5951/jresematheduc.40.1.0004 · Cited by 88
Self-citationHow experts practice: A novel test of deliberate practice theory.
Coughlan, E. K., WILLIAMS, A. M., McRobert, A. P., & Ford, P. R. (2013) · Journal of Experimental Psychology Learning Memory and Cognition · doi:10.1037/a0034302 · Cited by 85
Spacing Repetitions Over Long Timescales: A Review and a Reconsolidation Explanation
Smith, C., & Scarf, D. (2017) · Frontiers in Psychology · doi:10.3389/fpsyg.2017.00962 · Cited by 89
“We excluded studies outside of these categories because they do not give any further insight into the spacing effect over long timescales beyond demonstrating that spacing is also beneficial for other types of material such as physics (Grote, 1995) and mathematics (Rohrer and Taylor, 2007).”
BackgroundA computational model of fraction arithmetic.
Braithwaite, D. W., Pyke, A. A., & Siegler, R. S. (2017) · Psychological Review · doi:10.1037/rev0000072 · Cited by 87
Delayed benefits of learning elementary algebraic transformations through contrasted comparisons
Ziegler, E., & Stern, E. (2014) · Learning and Instruction · doi:10.1016/j.learninstruc.2014.04.006 · Cited by 75
“Although this approach may lead to more errors at the beginning and slow the learning process, it tends to enhance long-term retention and transfer of the material (Rohrer & Pashler, 2010; Rohrer & Taylor, 2007).”
BackgroundStanich, C. A., Pelch, M. A., Theobald, E. J., & Freeman, S. (2018) · Chemistry Education Research and Practice · doi:10.1039/c8rp00044a · Cited by 72
“Week 6 Writing exercise 4: learning sciences (online) Quiz 3 (Chapter 3) Interleaved practice, (Rohrer and Taylor, 2007) Post exam 1 metacognition Group work”
BackgroundA comparative analysis of massed vs. distributed practice on basic math fact fluency growth rates
Schutte, G. M., Duhon, G. J., Solomon, B. G., Poncy, B. C., Moore, K., & Story, B. (2015) · Journal of School Psychology · doi:10.1016/j.jsp.2014.12.003 · Cited by 70
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Carvalho, P. F., & Goldstone, R. L. (2015) · Frontiers in Psychology · doi:10.3389/fpsyg.2015.00505 · Cited by 78
“…study in the context of category learning have shown interleaved benefits with as few as four categories with only four items presented in each category (e.g., Rohrer and Taylor, 2007, exp. 2; Taylor and Rohrer, 2010) and as many as twelve categories with ten items each (Zulkiply and Burt, 2013).”
BackgroundCarpenter, S. K., Endres, T., & Hui, L. (2020) · Educational Psychology Review · doi:10.1007/s10648-020-09562-w · Cited by 80
The Scarcity of Interleaved Practice in Mathematics Textbooks
Rohrer, D., Dedrick, R. F., & Hartwig, M. K. (2020) · Educational Psychology Review · doi:10.1007/s10648-020-09516-2 · Cited by 73
Self-citationComputer-based learning of neuroanatomy: A longitudinal study of learning, transfer, and retention.
Chariker, J. H., Naaz, F., & Pani, J. R. (2011) · Journal of Educational Psychology · doi:10.1037/a0021680 · Cited by 66
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Barzagar Nazari, K., & Ebersbach, M. (2019) · Applied Cognitive Psychology · doi:10.1002/acp.3485 · Cited by 54
A systematic review of interleaving as a concept learning strategy
Firth, J., Rivers, I., & Boyle, J. (2021) · Review of Education · doi:10.1002/rev3.3266 · Cited by 65
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The lag effect in secondary school classrooms: Enhancing students’ memory for vocabulary
Kuepper-Tetzel, C. E., Erdfelder, E., & Dickhäuser, O. (2013) · Instructional Science · doi:10.1007/s11251-013-9285-2 · Cited by 65
Nakata, T., & Suzuki, Y. (2019) · Modern Language Journal · doi:10.1111/modl.12581 · Cited by 71
Improving outcome for mental disorders by enhancing memory for treatment
Harvey, A. G., Lee, J., Smith, R. L., Gumport, N. B., Hollon, S. D., Rabe‐Hesketh, S., Hein, K., Dolsen, E. A., Haman, K., Kanady, J. C., et al. (2016) · Behaviour Research and Therapy · doi:10.1016/j.brat.2016.03.007 · Cited by 64
Interleaved practice enhances memory and problem-solving ability in undergraduate physics
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Learners and Luddites in the Twenty-first Century
Martinelli, S. M., Isaak, R. S., Schell, R. M., Mitchell, J., McEvoy, M. D., & Chen, F. (2019) · Anesthesiology · doi:10.1097/aln.0000000000002827 · Cited by 57
Desirable Difficulty: Theory and application of intentionally challenging learning
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“higher on a final exam than students practicing math problems exclusively by type.(36) Similar results have also been found among adults learning to identify oil painters(20) or bird species.”
ResultSchoppek, W., & Tulis, M. (2010) · The Journal of Educational Research · doi:10.1080/00220670903382962 · Cited by 61
“For example, understanding multiplication as repeated addition is cumbersome, when counting strategies for addition are still predominant ( Sherin & Fuson, 2005 ).”
BackgroundContexts, concepts and cognition: principles for the transfer of basic science knowledge
Kulasegaram, K. M., Chaudhary, Z. K., Woods, N. N., Dore, K. L., Neville, A. J., & Norman, G. R. (2017) · Medical Education · doi:10.1111/medu.13145 · Cited by 55
Effect of Massed Versus Interleaved Teaching Method on Performance of Students in Radiology
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The Value of Using Tests in Education as Tools for Learning—Not Just for Assessment
Murphy, D. H., Little, J. L., & Bjork, E. L. (2023) · Educational Psychology Review · doi:10.1007/s10648-023-09808-3 · Cited by 91
Effects of interleaved and blocked study on delayed test of category learning generalization
Carvalho, P. F., & Goldstone, R. L. (2014) · Frontiers in Psychology · doi:10.3389/fpsyg.2014.00936 · Cited by 61
“, 2013; Zulkiply and Burt, 2013), mathematical and clinical concepts (Rohrer and Taylor, 2007; Taylor and Rohrer, 2010; Zulkiply et al., 2012) as well as novel categories (Zulkiply and Burt, 2013; Carvalho and Goldstone, 2014a,b).”
BackgroundEvidence for Cognitive Science Principles that Impact Learning in Mathematics
Booth, J. L., McGinn, K. M., Barbieri, C., Begolli, K. N., Chang, B. L., Miller‐Cotto, D., Young, L. K., & Davenport, J. L. (2017) · Elsevier eBooks · doi:10.1016/b978-0-12-805086-6.00013-8 · Cited by 52
“For instance, spaced practice is superior to massed practice for understanding abstract mathematical concepts, such as determining simple permutations (Rohrer & Taylor, 2006, 2007).”
BackgroundWoolf, J. (. R. (2020) · Performance Enhancement & Health · doi:10.1016/j.peh.2020.100178 · Cited by 58
Interleaved practice in multi-dimensional learning tasks: Which dimension should we interleave?
Rau, M. A., Aleven, V., & Rummel, N. (2013) · Learning and Instruction · doi:10.1016/j.learninstruc.2012.07.003 · Cited by 67
“…Schmidt & Bjork, 1992; Schneider, 1985; Simon & Bjork, 2001), and cognitively more complex tasks such as solving algebra problems in mathematics (Rohrer & Taylor, 2007; Taylor & Rohrer, 2010), troubleshooting (de Croock, Van Merriënboer, & Paas, 1998; Van Merriënboer, Schuurman, de Croock, &…”
BackgroundDeliberate Practice for Achieving and Maintaining Expertise in Anesthesiology
Hastings, R. H., & Rickard, T. C. (2015) · Anesthesia & Analgesia · doi:10.1213/ane.0000000000000526 · Cited by 47
Rau, M. A., Aleven, V. A. W. M. M., Rummel, N., & Pardos, Z. A. (2013) · International Journal of Artificial Intelligence in Education · doi:10.1007/s40593-013-0011-7 · Cited by 56
Decision Tree Modeling of Wheel- Spinning and Productive Persistence in Skill Builders
Kai, S., Almeda, M. V., Baker, R. S., Heffernan, C., & Heffernan, N. T. (2018) · Journal of Educational Data Mining · doi:10.5281/zenodo.3344810 · Cited by 47
The effects of practice schedule on learning a complex judgment task
Helsdingen, A. S., van Gog, T., & van Merriënboer, J. J. G. (2009) · Learning and Instruction · doi:10.1016/j.learninstruc.2009.12.001 · Cited by 49
“…with relatively simple tasks are not necessarily effective for complex tasks as well (Wulf & Shea, 2002), earlier studies on complex mathematical problem-solving have found benefits of mixing or interleaving practice materials on post-practice performance (Rohrer & Taylor, 2007; Simon, 2008).”
BackgroundSpaced mathematics practice improves test scores and reduces overconfidence
Emeny, W. G., Hartwig, M. K., & Rohrer, D. (2021) · Applied Cognitive Psychology · doi:10.1002/acp.3814 · Cited by 48
Self-citationEffects of spaced versus massed training in function learning.
McDaniel, M. A., Fadler, C. L., & Pashler, H. (2013) · Journal of Experimental Psychology Learning Memory and Cognition · doi:10.1037/a0032184 · Cited by 43
Spacing Effects on Learning and Memory ☆
Carpenter, S. K. (2017) · Elsevier eBooks · doi:10.1016/b978-0-12-809324-5.21054-7 · Cited by 52
Grospietsch, F., & Lins, I. (2021) · Frontiers in Education · doi:10.3389/feduc.2021.665752 · Cited by 43
Lipowsky, F. (2020) · Springer eBooks · doi:10.1007/978-3-662-61403-7_4 · Cited by 63
Computer‐based learning: Interleaving whole and sectional representation of neuroanatomy
Pani, J. R., Chariker, J. H., & Naaz, F. (2012) · Anatomical Sciences Education · doi:10.1002/ase.1297 · Cited by 39
“Prior work on the benefits of interleaving different types of material during learning encouraged examining this approach in a domain that featured complex spatial representation (Rohrer and Taylor, 2007; Kornell and Bjork, 2008; Taylor and Rohrer, 2010).”
BackgroundHarvey, A. G. (2022) · SLEEP · doi:10.1093/sleep/zsac026 · Cited by 41
Understanding the Distributed Practice Effect
Kuepper-Tetzel, C. E. (2014) · Zeitschrift für Psychologie · doi:10.1027/2151-2604/a000168 · Cited by 52
Codding, R. S., VanDerHeyden, A. M., Martin, R. J., Desai, S., Allard, N., & Perrault, L. (2016) · Learning Disabilities Research and Practice · doi:10.1111/ldrp.12120 · Cited by 37
“These spaced sessions have been shown to improve the retention of learned material among college students (Rohrer & Taylor, 2006, 2007).”
BackgroundEnhancing the Quality of Student Learning Using Distributed Practice
Wiseheart, M., Küpper-Tetzel, Weston, T., Kim, A. S. N., Kapler, I. V., & Foot‐Seymour, V. (2019) · Cambridge University Press eBooks · doi:10.1017/9781108235631.023 · Cited by 38
When Does Interleaving Practice Improve Learning?
Carvalho, P. F., & Goldstone, R. L. (2019) · Cambridge University Press eBooks · doi:10.1017/9781108235631.017 · Cited by 35
“Blocked practice can also improve verbal learning. For example, Carpenter and Mueller (2013) showed that non-French speakers learned orthographic-tophonological mappings in French (i.e., “-eau” and the corresponding sound /o/ in the words “bateau,” “carreau,” and “corbeau,” and “-er” and the sound /e/ in the words “ad…”
BackgroundResultInfluentialMixing topics while studying does not enhance learning.
Hausman, H., & Kornell, N. (2014) · Journal of Applied Research in Memory and Cognition · doi:10.1016/j.jarmac.2014.03.003 · Cited by 33
The mediating effect of context variation in mixed practice for transfer of basic science
Kulasegaram, K. M., Min, C., Howey, E., Neville, A. J., Woods, N. N., Dore, K. L., & Norman, G. R. (2014) · Advances in Health Sciences Education · doi:10.1007/s10459-014-9574-9 · Cited by 33
Jonsson, B., Kulaksiz, Y. C., & Lithner, J. (2016) · International Journal of Mathematical Education in Science and Technology · doi:10.1080/0020739x.2016.1192232 · Cited by 38
“However, the reason that it is quick and reliable is that it is designed to CONTACT Bert Jonsson bert.jonsson@umu.se © Informa UK Limited, trading as Taylor & Francis Group avoid meaning; therefore, it does not give rise to any deeper understanding of the principles of mathematics.”
BackgroundInfluentialStrategies to Improve Learning and Retention During Training
Roediger, H. L., III, Nestojko, J. F., & Smith, N. S. (2019) · Oxford University Press eBooks · doi:10.1093/oso/9780190455132.003.0014 · Cited by 32
Undesirable Difficulty Effects in the Learning of High-Element Interactivity Materials
Chen, O., Castro-Alonso, J. C., PAAS, F. G. W. C., & Sweller, J. (2018) · Frontiers in Psychology · doi:10.3389/fpsyg.2018.01483 · Cited by 41
Spaced Retrieval Practice Imposes Desirable Difficulty in Calculus Learning
Lyle, K. B., Bego, C. R., Ralston, P. A. S., & Immekus, J. C. (2022) · Educational Psychology Review · doi:10.1007/s10648-022-09677-2 · Cited by 31
“…synonymous with desirable difficulty (e.g., Bjork & Bjork, 2011; Bjork et al., 2013; Clark & Bjork, 2014), but, in fact, several studies have found no negative effect of spacing on practice math tasks (Barzagar Nazari & Ebersbach, 2019; Ebersbach & Barzagar Nazari, 2020a; Rohrer & Taylor, 2007).”
BackgroundSuzuki, Y., Yokosawa, S., & Aline, D. (2020) · Language Teaching Research · doi:10.1177/1362168820913985 · Cited by 38
“The results of this study showed an advantage for interleaved practice over blocked practice in L2 grammar learning, which corroborates many of the previous studies in cognitive psychology (Mayfield & Chase, 2002; Rohrer, 2012; Rohrer & Taylor, 2007; Rohrer et al., 2014; Taylor & Rohrer, 2010).”
ResultAn In Vivo Study of Self-Regulated Study Sequencing in Introductory Psychology Courses
Carvalho, P. F., Braithwaite, D. W., de Leeuw, J. R., Motz, B. A., & Goldstone, R. L. (2016) · PLoS ONE · doi:10.1371/journal.pone.0152115 · Cited by 32
“The way study materials are sequenced influences learning [8,9,14,20,34,36,37,42].”
BackgroundEquivalent but not the Same: Teaching and Learning in Full Semester and Condensed Summer Courses
Walsh, K. P., Sanders, M., & Gadgil, S. (2019) · College Teaching · doi:10.1080/87567555.2019.1579702 · Cited by 26
“Research suggests that this sort of interleaving is more beneficial for knowledge retention (Rohrer and Taylor 2007; Kornell and Bjork 2008).”
BackgroundNemeth, L., Werker, K., Arend, J., & Lipowsky, F. (2020) · Learning and Instruction · doi:10.1016/j.learninstruc.2020.101354 · Cited by 32
DYNAMIC INTERPLAY BETWEEN PRACTICE TYPE AND PRACTICE SCHEDULE IN A SECOND LANGUAGE
Suzuki, Y., & Sunada, M. (2019) · Studies in Second Language Acquisition · doi:10.1017/s0272263119000470 · Cited by 30
“Because cognitive psychologists have revealed the benefits of interleaved practice in a variety of learning contexts (e.g., Kornell & Bjork, 2008; Rohrer & Taylor, 2007; Rohrer, Dedrik, & Burgess, 2014; Shea & Morgan, 1979), it may be possible to enhance L2 learning by manipulating practice…”
BackgroundDobson, J. L. (2011) · Advances in Physiology Education · doi:10.1152/advan.00039.2011 · Cited by 32
“Interleaving has been shown to benefit motor (18), baseball batting (8), and badminton (7) skills as well as the ability to both perform math problems (15) and recognize specific artistic styles (11).”
BackgroundPerceptual learning of multiple talkers requires additional exposure
Luthra, S., Mechtenberg, H., & Myers, E. B. (2021) · Attention Perception & Psychophysics · doi:10.3758/s13414-021-02261-w · Cited by 26
Nemeth, L., Werker, K., Arend, J., Vogel, S. T., & Lipowsky, F. (2019) · Frontiers in Psychology · doi:10.3389/fpsyg.2019.00086 · Cited by 33
“Several studies – mostly laboratory studies – have shown that spacing has a positive effect on the learning outcomes of students – also for mathematics (e.g., Grote, 1995; Cepeda et al., 2006; Rohrer and Taylor, 2006, 2007; Dunlosky et al., 2013).”
BackgroundGottlieb, M. A., Riddell, J., & Crager, S. E. (2016) · Annals of Emergency Medicine · doi:10.1016/j.annemergmed.2016.04.003 · Cited by 25
The advantage of mixing examples in inductive learning: a comparison of three hypotheses
Guzman-Munoz, F. J. (2017) · Educational Psychology · doi:10.1080/01443410.2015.1127331 · Cited by 22
“Rohrer and Taylor (2007) illustrate the idea of distributed retrieval with a task of learning to solve mathematical problems.”
BackgroundDistributed Practice: Rarely Realized in Self-Regulated Mathematical Learning
Barzagar Nazari, K., & Ebersbach, M. (2018) · Frontiers in Psychology · doi:10.3389/fpsyg.2018.02170 · Cited by 23
“The number of problems that were practiced and the total practice time were the same in each condition, yet students of the distributed practice condition outperformed students of the massed practice condition 1 week after practice (Rohrer and Taylor, 2007) as well as 4 weeks after practice (Rohrer and Taylor, 2006).”
BackgroundThe Relative Merits of Explicit and Implicit Learning of Contrasted Algebra Principles
Ziegler, E., Edelsbrunner, P. A., & Stern, E. (2017) · Educational Psychology Review · doi:10.1007/s10648-017-9424-4 · Cited by 25
“Interleaved processing has been found to be beneficial for learning mathematical formulas and rules (Rohrer & Taylor, 2007; Taylor & Rohrer, 2010).”
Anderson, S., Jamniczky, H. A., Krigolson, O. E., Coderre, S., & Hecker, K. G. (2019) · npj Science of Learning · doi:10.1038/s41539-019-0050-4 · Cited by 23
Cognitive Load Theory, Spacing Effect, and Working Memory Resources Depletion
Chen, O., & Kalyuga, S. (2019) · Advances in educational technologies and instructional design book series · doi:10.4018/978-1-5225-9833-6.ch001 · Cited by 26
Ebersbach, M., & Nazari, K. B. (2020) · Frontiers in Psychology · doi:10.3389/fpsyg.2020.00811 · Cited by 23
“The dependent variable was the performance in the final test tapping procedural knowledge (i.e., solving permutation tasks; Rohrer and Taylor, 2006, 2007).”
BackgroundMethodInfluentialKassa, A. K., Tessema, N., Habtamu, A., Girma, B., & Adane, Z. A. (2023) · Water Practice & Technology · doi:10.2166/wpt.2023.168 · Cited by 22
Exploring the prospects of using artificial intelligence in education
Liu, Z., & Yushchik, E. V. (2024) · Cogent Education · doi:10.1080/2331186x.2024.2353464 · Cited by 42
“This model encompasses teaching approaches (Bereiter & Scardamalia, 1989), developmental and learning practices (Rohrer & Taylor, 2007), cognitive load on students, and the provision of feedback (Mayer & Moreno, 2003).”
Making a lecture stick: The Effect of spaced instruction on knowledge retention in medical education
Timmer, M. C. J., Steendijk, P., Arend, S. M., & Versteeg, M. (2020) · Medical Science Educator · doi:10.1007/s40670-020-00995-0 · Cited by 20
“The beneficial effects of spaced learning on retention have been shown for a variety of learning tasks concerning factual knowledge [10], conceptual knowledge [11, 12], and procedural knowledge [13].”
BackgroundExploring the necessary conditions for observing interleaved practice benefits in math learning
Mielicki, M. K., & Wiley, J. (2022) · Learning and Instruction · doi:10.1016/j.learninstruc.2022.101583 · Cited by 28
Turning Coffee Time into Teaching Moments Through Bite-Sized Learning for Adult Learners
Ho, Y. Y., Yeo, E.-Y., & Wijaya, D. S. B. M. (2022) · The Journal of Continuing Higher Education · doi:10.1080/07377363.2021.2024000 · Cited by 23
“Rohrer and Taylor (2007) showed that when undergraduate participants were made to practise permutation calculation in a single session (massed presentation) or in two different sessions a week apart (spaced presentation), participants in the spaced practice conditions achieved higher accuracy rates…”
Background
Metadata
- Authors
- Rohrer, D., & Taylor, K.
- Affiliations
- University of South Florida (US)
- Corresponding author
- Rohrer, Doug
- ORCID
- Rohrer, Doug
- Venue
- Instructional Science
- Published
- 2007-04-19
- Volume
- 35
- Issue
- 6
- Pages
- 481-498
- ISSN
- 0020-4277 (ISSN-L)
- 1573-1952
- OpenAlex
- W1966731838
- Cited by
- 357
- References
- 33
- Citations by year
- 2026: 22 · 2025: 26 · 2024: 35 · 2023: 29 · 2022: 23 · 2021: 26 · 2020: 31 · 2019: 35 · 2018: 20 · 2017: 21 · 2016: 22 · 2015: 16 · 2014: 16 · 2013: 11 · 2012: 9
- FWCI
- 5.64
- Type
- journal article
- Language
- en
- Open access
- closed
- Licence
- www.springer.com/tdm (tdm)
- Locations
- Instructional Science (publishedVersion)
- Digital Commons - University of South Florida (University of South Florida) (submittedVersion)
- Topics
- Social Sciences › Education › Mathematics Education and Pedagogy
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Visual and Cognitive Learning Processes
- Social Sciences › Education › Mathematics Education and Teaching Techniques
- Keywords
- mathematics learning, practice questions, spaced practice, massed practice, mixed practice, blocked practice, mathematics textbooks
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