Conflict and interference:: Studies of thefacilitating effects of reviews inlearning sequences

• O.M. Leith ^[1]
  1. [1] University of Sussex

     University of Sussex

     Reino Unido

     
• Localización: Innovations in education and teaching international, ISSN 1470-3297, Vol. 8, Nº 1, 1971, págs. 41-50
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

  • A series of five experiments designed to discover the effects of inter‐task conflict in consecutive, meaningful, learning materials is described. The first two investigations used sets of concepts and rules prepared in order to maximise conflict. Variables were the order of teaching familiar and unfamiliar concepts and position of perspective‐giving passages. The remaining experiments extended the findings to more “normal” cases of consecutive learning. Results show consistently that reviews are better than overviews and that spaced reviews are better than massed reviews. Implications of these findings for teaching, program writing and the practical use of programs are discussed.