The sequence of study influences how we learn. Previous research has identified different sequences as potentially beneficial for learning in different contexts and with different materials. Here we investigate the mechanisms involved in inductive category learning that give rise to these sequencing effects. Across 3 experiments we show evidence that the sequence of study changes what information learners attend to during learning, what is encoded from the materials studied and, consequently, what is remembered from study. Interleaved study (alternating between presentation of 2 categories) leads to an attentional focus on properties that differ between successive items, leading to relatively better encoding and memory for item properties that discriminate between categories. Conversely, when learners study each category in a separate block (blocked study), learners encode relatively more strongly the characteristic features of the items, which may be the result of a strong attentional focus on sequential similarities. These results provide support for the sequential attention theory proposing that inductive category learning takes place through a process of sequential comparisons between the current and previous items. Different sequences of items change how attention is deployed depending on this basic process. Which sequence results in better or worse learning depends on the match between what is encoded and what is required at test.
Percepts and Concepts Lab
