The development of an optimal learning strategy for high-similarity categories: the effect of example sequence on children's category learning.

Abstract

While prior research has examined the effects of example sequencing on children's category learning, it has largely overlooked the role of self-regulated exemplar sequencing and whether its effectiveness varies across developmental stages. In the present study, we employed a between-subjects design to examine the effects of example sequencing (interleaved, blocked, or self-regulated) on the learning of high-similarity categories in two age groups (10-12 years and 12-14 years; N = 180). Results indicated that interleaved learning outperformed both self-regulated and blocked sequencing in category learning. Moreover, a significant age group × study condition interaction indicated that the advantage of interleaved learning was more pronounced in older children (12-14 years) than in younger children (10-12 years), suggesting that the effectiveness of interleaved sequencing is shaped by developmental factors. Older children also showed stronger category learning and greater flexibility in adjusting between interleaved and blocked strategies during self-regulated learning, whereas younger children showed a steady decline in interleaving over time. Together, these findings highlight the critical role of exemplar sequencing in children's acquisition of high-similarity categories and underscore the importance of developmental factors in shaping the effectiveness of different learning sequences.