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Educational Psychology
An International Journal of Experimental Educational Psychology
Volume 37, 2017 - Issue 4
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Articles

The advantage of mixing examples in inductive learning: a comparison of three hypotheses

Pages 421-437 | Received 14 Apr 2014, Accepted 30 Nov 2015, Published online: 11 Jan 2016

Figures & data

Figure 1. Screenshot of the computer on a given trial during the testing phase.

Figure 1. Screenshot of the computer on a given trial during the testing phase.

Figure 2. Judged effectiveness of presentation style in Experiment 1, as a function of actual effectiveness (the number of participants within each judged category is divided according to their actual performance).

Figure 2. Judged effectiveness of presentation style in Experiment 1, as a function of actual effectiveness (the number of participants within each judged category is divided according to their actual performance).

Figure 3. Average accuracy during the test of studied items in Experiment 1, as a function of presentation style (spaced or massed) and order of presentation (one to sixth). Error bars depict the standard error of the mean.

Figure 3. Average accuracy during the test of studied items in Experiment 1, as a function of presentation style (spaced or massed) and order of presentation (one to sixth). Error bars depict the standard error of the mean.

Figure 4. Average reaction time (mean of medians) during the test of studied items in Experiment 1, as a function of presentation style (spaced or massed) and order of presentation (one to sixth). Error bars depict the standard error of the mean.

Figure 4. Average reaction time (mean of medians) during the test of studied items in Experiment 1, as a function of presentation style (spaced or massed) and order of presentation (one to sixth). Error bars depict the standard error of the mean.

Table 1. Mean proportion accuracy (SE between parentheses) in the test of new items in Experiment 2 as a function of presentation style, gap condition and WMC.

Figure 5. Judged effectiveness of presentation style in Experiment 2, as a function of actual effectiveness (the number of participants within each judged category is divided according to their actual performance).

Figure 5. Judged effectiveness of presentation style in Experiment 2, as a function of actual effectiveness (the number of participants within each judged category is divided according to their actual performance).

Table 2. Mean proportion accuracy and mean RT (SE between parentheses) in the test of studied items in Experiment 2 as a function of presentation style, gap condition and WMC.

Figure 6. Average proportion accuracy during the test of studied items in Experiment 2, as a function of presentation style (spaced or massed) and WMC (low or high). Error bars depict the standard error of the mean.

Figure 6. Average proportion accuracy during the test of studied items in Experiment 2, as a function of presentation style (spaced or massed) and WMC (low or high). Error bars depict the standard error of the mean.

Figure 7. The upper panel shows average proportion accuracy and the lower panel average reaction time (mean of medians) during the test of studied items in Experiment 2, as a function of presentation style (spaced or massed) and order of presentation (one to sixth). Error bars depict the standard error of the mean.

Figure 7. The upper panel shows average proportion accuracy and the lower panel average reaction time (mean of medians) during the test of studied items in Experiment 2, as a function of presentation style (spaced or massed) and order of presentation (one to sixth). Error bars depict the standard error of the mean.

Table 3. Mean proportion accuracy (SE between parentheses) in the immediate and delayed tests in Experiment 3 as a function of presentation style and gap condition.

Table 4. Mean proportion accuracy (SE between parentheses) in the immediate and delayed tests in Experiment 3 as a function of presentation style, gap condition and WMC.

Figure 8. Average proportion accuracy during the immediate test of Experiment 3, as a function of presentation style (spaced or massed) and WMC (low or high). Error bars depict the standard error of the mean.

Figure 8. Average proportion accuracy during the immediate test of Experiment 3, as a function of presentation style (spaced or massed) and WMC (low or high). Error bars depict the standard error of the mean.