The DOI matches its Crossref record; 33 of the 33 references it cites were found in a registry or an index.
The shuffling of mathematics problems improves learning
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Integrity signals
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Verification
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
In the citing paper
“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)
Citations
Cites
Distributed practice in verbal recall tasks: A review and quantitative synthesis.
Cepeda, N. J., Pashler, H., Vul, E., Wixted, J. T., & Rohrer, D. (2006) · Psychological Bulletin · doi:10.1037/0033-2909.132.3.354 · Cited by 1,888
Self-citation(1994) · The MIT Press eBooks · doi:10.7551/mitpress/4561.001.0001 · Cited by 1,770
Schmidt, R. A., & Bjork, R. A. (1992) · Psychological Science · doi:10.1111/j.1467-9280.1992.tb00029.x · Cited by 1,582 · cited 2×
“…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).”
BackgroundZechmeister, E. B., Gruneberg, M. M., Morris, P. E., & Sykes, R. N. (1980) · The American Journal of Psychology · doi:10.2307/1422245 · Cited by 1,528
Developing conceptual understanding and procedural skill in mathematics: An iterative process.
Rittle‐Johnson, B., Siegler, R. S., & Alibali, M. W. (2001) · Journal of Educational Psychology · doi:10.1037/0022-0663.93.2.346 · Cited by 1,155
Memory and Metamemory Considerations in the Training of Human Beings
Bjork, R. A. (1994) · Metacognition · doi:10.7551/mitpress/4561.003.0011 · Cited by 1,084
Aguado Aguilar, L. (2001) · PubMed · Cited by 1,072
Conceptual and procedural knowledge of mathematics: Does one lead to the other?
Rittle‐Johnson, B., & Alibali, M. W. (1999) · Journal of Educational Psychology · doi:10.1037/0022-0663.91.1.175 · Cited by 615
Training research and education
Glaser, R. A. (1962) · University of Pittsburgh Press eBooks · Cited by 472
Maintenance of Foreign Language Vocabulary and the Spacing Effect
Bahrick, H. P., Bahrick, L. E., Bahrick, A. S., & Bahrick, P. E. (1993) · Psychological Science · doi:10.1111/j.1467-9280.1993.tb00571.x · Cited by 334 · cited 1×
“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 &…”
Research works printed but not linked: 3
- Jahnke, J.C., & Nowaczyk, R. H. (1998). Cognition. Upper Saddle River: Prentice Hall.
- Radvasky, G. (2006). Human memory. Boston: Pearson Education Group.
- Saxon, J. (1997). Algebra I (3rd Ed.). Norman: Saxon Publishers.
Cited by
Sorted by citations
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
(2011) · Cited by 725
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).”
BackgroundResult
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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