Effects of blocked versus interleaved presentation on children’s vocabulary learning: a pilot study
In some educational contexts, it has been shown that interleaved presentation (i.e. alternating different tasks/skills) results in better learning than blocked presentation (i.e. practising one task/skill at a time). However, this interleaving effect has been studied in a limited range of contexts....
| Main Authors: | , , |
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| 格式: | Journal article |
| 语言: | English |
| 出版: |
Center for Open Science
2020
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