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Recent research in inductive category learning has demonstrated that interleaved study of category exemplars results in better performance than does studying each category in separate blocks. However, the questions of how the category structure influences this advantage and how simultaneous presentation interacts with the advantage are open issues. In this(More)
Research on how information should be studied during inductive category learning has identified both interleaving of categories and blocking by category as beneficial for learning. Previous work suggests that this mixed evidence can be reconciled by taking into account within- and between-category similarity relations. In this article, we present a new(More)
Order effects in category learning have been previously demonstrated. Specifically, alternation between exemplars of two categories has been shown to improve category learning and discrimination, compared to presenting exemplars of each category in separate blocks. However, the mechanisms underlying order effects are still not completely known. Remaining(More)
Research in inductive category learning has demonstrated that interleaving exemplars of categories results in better performance than presenting each category in a separate block. Two experiments indicate that the advantage of interleaved over blocked presentation is modulated by the structure of the categories being presented. More specifically,(More)
Recent re-analysis of traditional Categorical Perception (CP) effects show that the advantage for between category judgments may be due to asymmetries of within-category judgments (Hanley & Roberson, 2011). This has led to the hypothesis that labels cause CP effects via these asymmetries due to category label uncertainty near the category boundary. In(More)
Study sequence can have a profound impact on learning. Previous research has often shown advantages for interleaved over blocked study, though the reverse has also been found. Learners typically prefer blocking even in situations for which interleaving is superior. The present study investigated learner regulation of study sequence, and its effects on(More)
Studying different concepts by frequently alternating between them (i.e., interleaving), improves discriminative contrast between different categories, while studying each concept in separate blocks emphasizes the similarities within each category. Interleaved study has been shown to improve learning of high similarity categories by increasing(More)
Inductive category learning takes place across time. As such, it is not surprising that the sequence in which information is studied has an impact in what is learned and how efficient learning is. In this paper we review research on different learning sequences and how this impacts learning. We analyze different aspects of interleaved (frequent alternation(More)
Theories in concept learning predict that interleaving instances of different concepts is especially beneficial if the concepts are highly similar to each other, whereas blocking instances belonging to the same concept provides an advantage for learning low-similarity concept structures. This suggests that the performance in concept learning tasks can be(More)