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At the Same Time or Apart in Time? The Role of Presentation Timing and Retrieval Dynamics in Generalization.

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Bibliographic Details
Title: At the Same Time or Apart in Time? The Role of Presentation Timing and Retrieval Dynamics in Generalization.
Authors: Viach, Haley A.1 haleyvlach@ucla.edu, Ankowski, Amber A.1, Sandhofer, Catherine M.1
Source: Journal of Experimental Psychology. Learning, Memory & Cognition. Jan2012, Vol. 38 Issue 1, p246-254. 9p.
Subject Terms: *Information retrieval, Categorization (Psychology), Generalization, Performance evaluation, Child research
Abstract: Several bodies of research have found different results with regard to presentation timing, categorization, and generalization. Both presenting instances at the same time (simultaneous) and presenting instances apart in time (spacing) have been shown to facilitate generalization. In this study, we resolved these results by examining simultaneous, massed, and spaced presentations in 2-year-old children's (N = 144) immediate and long-term performance on a novel noun generalization task. Results revealed that, when tested immediately, children in the simultaneous condition outperformed children in all other conditions. However, when tested after 15 mm, children in the spaced condition outperformed children in all other conditions. Results are discussed in terms of how retrieval dynamics during learning affect abstraction, retention, and generalization across time. [ABSTRACT FROM AUTHOR]
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Database: Education Research Complete
Description
Abstract:Several bodies of research have found different results with regard to presentation timing, categorization, and generalization. Both presenting instances at the same time (simultaneous) and presenting instances apart in time (spacing) have been shown to facilitate generalization. In this study, we resolved these results by examining simultaneous, massed, and spaced presentations in 2-year-old children's (N = 144) immediate and long-term performance on a novel noun generalization task. Results revealed that, when tested immediately, children in the simultaneous condition outperformed children in all other conditions. However, when tested after 15 mm, children in the spaced condition outperformed children in all other conditions. Results are discussed in terms of how retrieval dynamics during learning affect abstraction, retention, and generalization across time. [ABSTRACT FROM AUTHOR]
ISSN:02787393
DOI:10.1037/a0025260