Interleaving Retrieval Practice Promotes Science Learning
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Can interleaved retrieval practice enhance learning in classrooms? Across a 4-week period, ninth- through 12th-grade students ( N = 155) took a weekly quiz in their science courses that tested half of the concepts taught that week. Questions on each quiz were either blocked by concept or interleaved with different concepts. A month after the final quiz, students were tested on the concepts covered in the 4-week period. Replicating the retrieval-practice effect, results showed that participants performed better on concepts that had been on blocked quizzes ( M = 54%, SD = 28%) than on concepts that had not been quizzed ( M = 47%, SD = 20%; d = 0.30). Interleaved quizzes led to even greater benefits: Participants performed better on concepts that had been on interleaved quizzes ( M = 63%, SD = 26%) than on concepts that had been on blocked quizzes ( d = 0.35). These results demonstrate a cost-effective strategy to promote classroom learning.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.006 | 0.007 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.005 |
| Science and technology studies | 0.003 | 0.003 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.002 | 0.001 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.005 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it