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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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Title: At the Same Time or Apart in Time? The Role of Presentation Timing and Retrieval Dynamics in Generalization
Language: English
Authors: Vlach, Haley A., Ankowski, Amber A., Sandhofer, Catherine M.
Source: Journal of Experimental Psychology: Learning, Memory, and Cognition. Jan 2012 38(1):246-254.
Availability: American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org/publications
Peer Reviewed: Y
Physical Description: PDF
Page Count: 9
Publication Date: 2012
Document Type: Journal Articles
Reports - Research
Education Level: Early Childhood Education
Descriptors: Nouns, Generalization, Experiments, Experimental Psychology, Children, Retention (Psychology), Research, Young Children, Task Analysis, Time Factors (Learning), Abstract Reasoning, Early Childhood Education
DOI: 10.1037/a0025260
ISSN: 0278-7393
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 min, 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. (Contains 4 figures.)
Abstractor: As Provided
Number of References: 22
Entry Date: 2012
Accession Number: EJ965472
Database: ERIC
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  Data: American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org/publications
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  Data: 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 min, 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. (Contains 4 figures.)
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