{"title":"交错练习的不良难度:初始阻断练习对低成绩青少年陈述性知识发展的重要性","authors":"Hyun-Bin Hwang","doi":"10.1111/lang.12659","DOIUrl":null,"url":null,"abstract":"This study explored the effects of practice schedule on the processing of new second language (L2) vocabulary and resulting knowledge. Participants were 107 low‐achieving adolescents attending a vocational high school in Korea. They were randomly assigned to one of three practice groups and completed a L2 English–L1 Korean paired‐associates learning task. The blocking group practiced one word at a time before switching to different words (e.g., A/A/A/B/B/B/C/C/C); the interleaving group practiced multiple words in sequence (e.g., A/B/C/A/B/C/A/B/C); and the hybrid group had both blocked and interleaved practice. Results revealed that (a) interleaved practice alone posed undesirable difficulty for low achievers, (b) blocked practice in the early learning phase facilitated the development of new declarative knowledge, and (c) hybrid practice produced more robust long‐term retention than blocking and interleaving. The findings are discussed in relation to real‐time processing accuracy, reaction time, coefficient of variation, and meaning recognition test outcomes. Additionally, I explore possible applications of these findings in developing optimal algorithm‐based software for vocabulary learning.","PeriodicalId":51371,"journal":{"name":"Language Learning","volume":null,"pages":null},"PeriodicalIF":3.5000,"publicationDate":"2024-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Undesirable Difficulty of Interleaved Practice: The Importance of Initial Blocked Practice for Declarative Knowledge Development in Low‐Achieving Adolescents\",\"authors\":\"Hyun-Bin Hwang\",\"doi\":\"10.1111/lang.12659\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"This study explored the effects of practice schedule on the processing of new second language (L2) vocabulary and resulting knowledge. Participants were 107 low‐achieving adolescents attending a vocational high school in Korea. They were randomly assigned to one of three practice groups and completed a L2 English–L1 Korean paired‐associates learning task. The blocking group practiced one word at a time before switching to different words (e.g., A/A/A/B/B/B/C/C/C); the interleaving group practiced multiple words in sequence (e.g., A/B/C/A/B/C/A/B/C); and the hybrid group had both blocked and interleaved practice. Results revealed that (a) interleaved practice alone posed undesirable difficulty for low achievers, (b) blocked practice in the early learning phase facilitated the development of new declarative knowledge, and (c) hybrid practice produced more robust long‐term retention than blocking and interleaving. The findings are discussed in relation to real‐time processing accuracy, reaction time, coefficient of variation, and meaning recognition test outcomes. Additionally, I explore possible applications of these findings in developing optimal algorithm‐based software for vocabulary learning.\",\"PeriodicalId\":51371,\"journal\":{\"name\":\"Language Learning\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":3.5000,\"publicationDate\":\"2024-06-04\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Language Learning\",\"FirstCategoryId\":\"98\",\"ListUrlMain\":\"https://doi.org/10.1111/lang.12659\",\"RegionNum\":1,\"RegionCategory\":\"文学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Language Learning","FirstCategoryId":"98","ListUrlMain":"https://doi.org/10.1111/lang.12659","RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Undesirable Difficulty of Interleaved Practice: The Importance of Initial Blocked Practice for Declarative Knowledge Development in Low‐Achieving Adolescents
This study explored the effects of practice schedule on the processing of new second language (L2) vocabulary and resulting knowledge. Participants were 107 low‐achieving adolescents attending a vocational high school in Korea. They were randomly assigned to one of three practice groups and completed a L2 English–L1 Korean paired‐associates learning task. The blocking group practiced one word at a time before switching to different words (e.g., A/A/A/B/B/B/C/C/C); the interleaving group practiced multiple words in sequence (e.g., A/B/C/A/B/C/A/B/C); and the hybrid group had both blocked and interleaved practice. Results revealed that (a) interleaved practice alone posed undesirable difficulty for low achievers, (b) blocked practice in the early learning phase facilitated the development of new declarative knowledge, and (c) hybrid practice produced more robust long‐term retention than blocking and interleaving. The findings are discussed in relation to real‐time processing accuracy, reaction time, coefficient of variation, and meaning recognition test outcomes. Additionally, I explore possible applications of these findings in developing optimal algorithm‐based software for vocabulary learning.
期刊介绍:
Language Learning is a scientific journal dedicated to the understanding of language learning broadly defined. It publishes research articles that systematically apply methods of inquiry from disciplines including psychology, linguistics, cognitive science, educational inquiry, neuroscience, ethnography, sociolinguistics, sociology, and anthropology. It is concerned with fundamental theoretical issues in language learning such as child, second, and foreign language acquisition, language education, bilingualism, literacy, language representation in mind and brain, culture, cognition, pragmatics, and intergroup relations. A subscription includes one or two annual supplements, alternating among a volume from the Language Learning Cognitive Neuroscience Series, the Currents in Language Learning Series or the Language Learning Special Issue Series.