Browsing by Subject "Interleaving"

Now showing 1 - 2 of 2
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    How stimulus similarity impacts spacing and interleaving effects in long-term memory
    (2014-06) Archambault, Katrina B.
    In this study, three experiments examined the impact of stimulus similarity on the benefits of spacing and interleaving for long-term memory. Two laboratory-based experiments (Experiments 1 and 2) and one classroom-based experiment (Experiment 3) were conducted. In Experiment 1, an advantage for interleaving relative to massing stimuli during encoding was observed as a greater proportion of correct responses on a categorization test for birds and paintings. This advantage was significantly greater when the stimuli were similar (e.g., interleaving different bird categories) rather than dissimilar (e.g., interleaving bird and painting categories). In Experiment 2, no advantage of interleaving relative to massing stimuli was observed in either the proportion of correct responses or response times on a categorization test for abstract visual stimuli. In Experiment 3 no significant differences between massed and interleaved study conditions were observed on a categorization test for textual materials. Although the results from this study are preliminary, the pattern of results in Experiment 1 suggests that interleaving may be most beneficial when the interleaved stimuli are similar rather than dissimilar.
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    Recruiting and Retaining Black Male Math Educators in Middle and High Schools in the United States.
    (2020-08) Nelson, Vern
    Abstract This conceptual paper examines the under-representation of Black male educators in middle and high schools in the United States. The examination starts by tracing the historical, societal and cultural aspects to the problem. This then moves on to the steps which are being taken to remedy the situation. Finally, a strategy is proposed to recruit and retain Black male educators who would eventually form teacher learning communities. Key to this strategy is going to be the use of Critical Mathematics in the classroom. To determine how teachers would respond to teaching Critical Mathematics alongside traditional mathematics, a project was designed which interleaved the two mathematical strands. Teachers were then asked to complete a survey to critique the appropriateness of the project and strategy. The results of the survey suggest that those teachers surveyed generally felt that there was a lot of merit in employing the interleaved strategy to teach Critical Mathematics.