How will the Stimulus Similarity Influence the Effects of the Presentation Types on Learning and Retention?

How will the Stimulus Similarity Influence the Effects of the Presentation Types on Learning and Retention?

Bibliographic Details
Main Author: Zhao, Wanting
Language:English
Published: Kent State University / OhioLINK 2020
Subjects:
Educational Psychology
interleaving
blocking
learning
retention
similarity structure
Online Access:http://rave.ohiolink.edu/etdc/view?acc_num=kent1595011064410022
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spelling ndltd-OhioLink-oai-etd.ohiolink.edu-kent15950110644100222021-08-03T07:15:42Z How will the Stimulus Similarity Influence the Effects of the Presentation Types on Learning and Retention? Zhao, Wanting Educational Psychology interleaving blocking learning retention similarity structure The purpose of the current study was to examine how the effects of presentation types may moderate by the similarity of stimuli on learning and retention. Previous research has suggested that interleaved presentation produced better category learning for high similarity stimuli, whereas blocked presentation produced better category learning for low similarity stimuli. Educational practices usually attempt to find ways to help students maximize their benefits of studying, for example, whether the effect of learning knowledge is durable. However, prior studies did not investigate the durability of how similarity of a stimulus could influence the learning effect of the presentation type. Therefore, the current research not only replicated prior studies by using novel stimuli, but also add a one-week delayed posttest to test retention.To test this, undergraduate students completed an online task in which they were required to learn featural characteristics of monsters in either a blocked or interleaved context. Though there were no significant differences between presentation types moderate by the similarity of stimuli, participants learned low similarity features better than high similarity features. Moreover, the learning effect of both presentation types did not reduce after one week. Therefore, educators and researchers may consider other factors that could influence the learning effect of the presentation type. 2020-08-04 English text Kent State University / OhioLINK http://rave.ohiolink.edu/etdc/view?acc_num=kent1595011064410022 http://rave.ohiolink.edu/etdc/view?acc_num=kent1595011064410022 unrestricted This thesis or dissertation is protected by copyright: all rights reserved. It may not be copied or redistributed beyond the terms of applicable copyright laws.
collection NDLTD
language English
sources NDLTD
topic Educational Psychology
interleaving
blocking
learning
retention
similarity structure
spellingShingle Educational Psychology
interleaving
blocking
learning
retention
similarity structure
Zhao, Wanting
How will the Stimulus Similarity Influence the Effects of the Presentation Types on Learning and Retention?
author Zhao, Wanting
author_facet Zhao, Wanting
author_sort Zhao, Wanting
title How will the Stimulus Similarity Influence the Effects of the Presentation Types on Learning and Retention?
title_short How will the Stimulus Similarity Influence the Effects of the Presentation Types on Learning and Retention?
title_full How will the Stimulus Similarity Influence the Effects of the Presentation Types on Learning and Retention?
title_fullStr How will the Stimulus Similarity Influence the Effects of the Presentation Types on Learning and Retention?
title_full_unstemmed How will the Stimulus Similarity Influence the Effects of the Presentation Types on Learning and Retention?
title_sort how will the stimulus similarity influence the effects of the presentation types on learning and retention?
publisher Kent State University / OhioLINK
publishDate 2020
url http://rave.ohiolink.edu/etdc/view?acc_num=kent1595011064410022
work_keys_str_mv AT zhaowanting howwillthestimulussimilarityinfluencetheeffectsofthepresentationtypesonlearningandretention
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