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Optimizing self-organized study orders: combining refutations and metacognitive prompts improves the use of interleaved practice - npj Science of Learning
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During category learning, students struggle to create an optimal study order: They often study one category at a time (i.e., blocked practice) instead of alternating between different categories (i.e., interleaved practice). Several interventions to improve self-study of categorical learning have been proposed, but these interventions have only been tested in learning tasks where students did not create the study order themselves. Instead, they decided which type of study order to follow.
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