Category similarity affects study choices in self-regulated learning

Abstract

During learning, interleaving exemplars from different categories (e.g., ABCBCACAB) rather than blocking by category (e.g., AAABBBCCC) often enhances inductive learning, especially when the categories are highly similar. However, when allowed to select their own study schedules, learners overwhelmingly tend to block rather than interleave. Category similarity has been shown to moderate the relative benefit of interleaved versus blocked study. We investigated whether learners were sensitive to category similarity when choosing exemplars for study, and whether these choices predicted their learning outcomes. In Experiment 1, learners interleaved more often when the categories were highly simil..