Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/2836
Title: Learning to Categorize Word Problems: Effects of Practice Schedules
Authors: Gane, Brian
Catrambone, Richard
Issue Date: Jun-2010
Publisher: International Society of the Learning Sciences (ISLS)
Citation: Gane, B. & Catrambone, R. (2010). Learning to Categorize Word Problems: Effects of Practice Schedules. In Gomez, K., Lyons, L., & Radinsky, J. (Eds.), Learning in the Disciplines: Proceedings of the 9th International Conference of the Learning Sciences (ICLS 2010) - Volume 2, Short Papers, Symposia, and Selected Abstracts (pp. 322-323). Chicago IL: International Society of the Learning Sciences.
Abstract: Participants learned to categorize and solve probability word problems by studying worked examples and solving practice problems. The examples and problems were ordered according to either a blocked (sequential examples of the same problem category) or mixed (intermixed examples of different problem categories) schedule. Preliminary results suggest that when categorizing problems the blocked schedule might facilitate immediate performance, whereas the mixed schedule might facilitate delayed performance.
URI: https://doi.dx.org/10.22318/icls2010.2.322
https://repository.isls.org//handle/1/2836
Appears in Collections:ICLS 2010

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