Long-Lasting Effects of an Instructional Intervention on Interleaving Preference in Inductive Learning and Transfer

Observing category exemplars in an interleaved manner is more beneficial for inductive learning than blocked (massed) presentation, a phenomenon termed the interleaving effect on learning. However, people tend to erroneously believe that massed learning, and learners prefer former during self-regulated We report four experiments designed investigate whether explicit instructions, which include individual performance feedback results from previous research, can (1) correct metacognitive illusions regarding effect, (2) promote self-employment of interleaving, (3) facilitate In addition, current study explored (4) intervention long-lasting (5) transferable categories other domains. Experiments 1–4 established effectiveness instruction enhance appreciation new categories. The was (at least 24 h; Experiment 2), different domains (Experiments 3 4). These findings support practical use intervention.