Document Detail


The effects of interleaving versus blocking on foreign language pronunciation learning.
MedLine Citation:
PMID:  23322358     Owner:  NLM     Status:  Publisher    
Abstract/OtherAbstract:
Many studies have shown that students learn better when they are given repeated exposures to different concepts in a way that is shuffled or interleaved, rather than blocked (e.g., Rohrer Educational Psychology Review, 24, 355-367, 2012). The present study explored the effects of interleaving versus blocking on learning French pronunciations. Native English speakers learned several French words that conformed to specific pronunciation rules (e.g., the long "o" sound formed by the letter combination "eau," as in bateau), and these rules were presented either in blocked fashion (bateau, carreau, fardeau . . . mouton, genou, verrou . . . tandis, verglas, admis) or in interleaved fashion (bateau, mouton, tandis, carreau, genou, verglas . . .). Blocking versus interleaving was manipulated within subjects (Experiments 1-3) or between subjects (Experiment 4), and participants' pronunciation proficiency was later tested through multiple-choice tests (Experiments 1, 2, and 4) or a recall test (Experiment 3). In all experiments, blocking benefited the learning of pronunciations more than did interleaving, and this was true whether participants learned only 4 words per rule (Experiments 1-3) or 15 words per rule (Experiment 4). Theoretical implications of these findings are discussed.
Authors:
Shana K Carpenter; Frank E Mueller
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Publication Detail:
Type:  JOURNAL ARTICLE     Date:  2013-1-16
Journal Detail:
Title:  Memory & cognition     Volume:  -     ISSN:  1532-5946     ISO Abbreviation:  Mem Cognit     Publication Date:  2013 Jan 
Date Detail:
Created Date:  2013-1-16     Completed Date:  -     Revised Date:  -    
Medline Journal Info:
Nlm Unique ID:  0357443     Medline TA:  Mem Cognit     Country:  -    
Other Details:
Languages:  ENG     Pagination:  -     Citation Subset:  -    
Affiliation:
Department of Psychology, Iowa State University, W112 Lagomarcino Hall, Ames, IA, 50011, USA, shacarp@iastate.edu.
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