Cited by 103Memory Processes and InfluencesPhonetics and Phonology ResearchVisual and Cognitive Learning Processes

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The effects of interleaving versus blocking on foreign language pronunciation learning

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Carpenter, Shana K., Mueller, Frank E.·2013·Memory & Cognition

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Abstract

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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Cognitive Enhancement
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Glossary
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Foreword
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References
(2019) · Cambridge University Press eBooks · doi:10.1017/9781108163682.015
Preface
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Index
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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
Publisher: Springer Science and Business Media LLC
Published: 2013-01-16
Volume: 41
Issue: 5
Pages: 671-682
ISSN: 0090-502X (ISSN-L)
1532-5946
DOI: 10.3758/s13421-012-0291-4
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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The effects of interleaving versus blocking on foreign language pronunciation learning

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