The effects of interleaving versus blocking on foreign language pronunciation learning
Open accessAbstract
Many studies have shown that students learn better when they are given repeated exposures to different concepts in a way that is shuffled or interleaved, rather than blocked (e.g., Rohrer Educational Psychology Review, 24, 355-367, 2012). The present study explored the effects of interleaving versus blocking on learning French pronunciations. Native English speakers learned several French words that conformed to specific pronunciation rules (e.g., the long "o" sound formed by the letter combination "eau," as in bateau), and these rules were presented either in blocked fashion (bateau, carreau, fardeau . . . mouton, genou, verrou . . . tandis, verglas, admis) or in interleaved fashion (bateau, mouton, tandis, carreau, genou, verglas . . .). Blocking versus interleaving was manipulated within subjects (Experiments 1-3) or between subjects (Experiment 4), and participants' pronunciation proficiency was later tested through multiple-choice tests (Experiments 1, 2, and 4) or a recall test (Experiment 3). In all experiments, blocking benefited the learning of pronunciations more than did interleaving, and this was true whether participants learned only 4 words per rule (Experiments 1-3) or 15 words per rule (Experiment 4). Theoretical implications of these findings are discussed.
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In Carpenter and Mueller (2013), no discrimination was required when learning the words and rules, and no spacing effect was found because rest-from-deliberate-learning was not allowed.
“The explanation was that there was no discrimination required when learning those words and rules. No spacing effect was found as rest-from-deliberate-learning was not allowed.”
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 Carpenter and Mueller (2013)
The introductory discussion (page unavailable) suggests that learning these pronunciation rules relies more on noticing shared features than on discriminative contrast, and the Results and Discussion report an advantage for blocking over interleaving. The paper does not attribute that result to a lack of rest from deliberate learning; its proposed explanations instead concern rule discovery and difficulty retrieving earlier auditory information. (LLM, conf=0.85)
Experimental — accuracy not yet measuredIn Carpenter and Mueller (2013), blocked practice performance was superior to interleaved practice performance.
“The performance of blocked practice was superior to that of interleaved 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 Carpenter and Mueller (2013)
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“These findings were recently replicated by Kang and Pashler (2012) using a similar type of task, and benefits of interleaving have also been reported for a task in which participants learned to classify birds into their correct familial categories (e.”
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Obasih, C. O., Luthra, S., Dick, F., & Holt, L. L. (2022) · doi:10.31234/osf.io/ygwhd
Fiona Kwai-peng, S. I. U. (2023) · Education Language and Sociology Research · doi:10.22158/elsr.v4n3p31
Yılmaz, Y., Arroyo, D., Carver, C., Choi, J., & DiBartolomeo, M. (2023) · Modern Language Journal · doi:10.1111/modl.12862
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Rowlandson, P., & Simpson, A. P. (2024) · British Educational Research Journal · doi:10.1002/berj.4037 · Cited by 1 · see citing works
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Libersky, E., Sobus, S., Slawny, C. M., & Kaushanskaya, M. (2025) · Second language Research · doi:10.1177/02676583251338768
Zheng, G., Nakata, T., Clenton, J., & Boutorwick, T. (2026) · Studies in Second Language Learning and Teaching · doi:10.14746/ssllt.49487
Maximizing learning efficiency: The role of interleaved study in different natural categories
Dong, X., Wang, J., Xing, Q., & He, X. (2026) · Metacognition and Learning · doi:10.1007/s11409-026-09483-z
- Authors
- Carpenter, S. K., & Mueller, F. E.
- Affiliations
- Iowa State University (US)
- Corresponding author
- Carpenter, Shana K.
- ORCID
- Carpenter, Shana K.
- Venue
- Memory & Cognition
- Published
- 2013-01-16
- Volume
- 41
- Issue
- 5
- Pages
- 671-682
- ISSN
- 0090-502X (ISSN-L)
- 1532-5946
- OpenAlex
- W2168651701
- Cited by
- 103
- References
- 32
- Citations by year
- 2026: 5 · 2025: 8 · 2024: 11 · 2023: 9 · 2022: 11 · 2021: 7 · 2020: 8 · 2019: 26 · 2018: 4 · 2017: 4 · 2016: 3 · 2015: 2 · 2014: 3 · 2013: 2
- FWCI
- 1.82
- Type
- journal article
- Language
- en
- Open access
- bronze
- doi.org
- Licence
- www.springer.com/tdm (tdm)
- Locations
- Memory & Cognition (publishedVersion)
- PubMed (publishedVersion)
- Topics
- Life Sciences › Neuroscience › Cognitive Neuroscience › Memory Processes and Influences
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Phonetics and Phonology Research
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Visual and Cognitive Learning Processes
- Keywords
- interleaving, blocking, foreign language pronunciation, French pronunciation, pronunciation rules, word learning, native English speakers, second language acquisition, retrieval practice
- MeSH terms
- Adult, Humans, Learning, Phonetics, Multilingualism, Young Adult
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