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The effects of interleaved practice

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References

1992New Conceptualizations of Practice: Common Principles in Three Paradigms Suggest New Concepts for Training1,581 cited
1979Contextual interference effects on the acquisition, retention, and transfer of a motor skill.1,227 cited
1992In the mind's eye: enhancing human performance271 cited
1988Distribution of Practice in Motor Skill Acquisition: Learning and Performance Effects Reconsidered268 cited
1981Effects of Massed and Distributed Practice on the Learning and Retention of Second-Language Vocabulary243 cited
1994CONTEXTUAL INTERFERENCE EFFECTS WITH SKILLED BASEBALL PLAYERS216 cited

Cited by

2012Interleaving Helps Students Distinguish among Similar Concepts219 cited
2015Envisioning the Future of Special Education Personnel Preparation in a Standards-Based Era172 cited
2014Interleaved practice improves mathematics learning.163 cited
2018Five Popular Study Strategies: Their Pitfalls and Optimal Implementations141 cited
2016Meaningful Practice124 cited
2014The benefits of interleaved and blocked study: Different tasks benefit from different schedules of study123 cited
2014The benefit of interleaved mathematics practice is not limited to superficially similar kinds of problems121 cited
2022The Effects of Spaced Practice on Second Language Learning: A Meta‐Analysis

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117 cited

2017What is made possible to learn when using the variation theory of learning in teaching mathematics?111 cited

2024Considering the “How” of SEL: A framework for the pedagogies of social and emotional learning105 cited

2021Infant exuberant object play at home: Immense amounts of time-distributed, variable practice89 cited

2014The Power of Examples: Illustrative Examples Enhance Conceptual Learning of Declarative Concepts89 cited

2015Making PCK Explicit—Capturing Science Teachers’ Pedagogical Content Knowledge (PCK) in the Science Classroom69 cited

2020The Scarcity of Interleaved Practice in Mathematics Textbooks68 cited

2014Unterricht66 cited

2012Interleaved practice in multi-dimensional learning tasks: Which dimension should we interleave?66 cited