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A Review of the Effects of Interspersing Procedures on the Stages of Academic Skill Development

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Abstract

Basic and applied research related to the effects of interspersing trials of maintenance (i.e., review) tasks among trials of acquisition tasks on academic skill development is reviewed. In general, empirical research suggests that interspersing procedures are effective in facilitating acquisition, learning rate, and maintenance. However, some inconsistency exists among the data that suggests student learning, in some instances, may be impeded. Research also suggests that interspersing procedures are not conducive to facilitating generalization. The discrepancy between various research findings and the consistent failure of research on interspersing procedures to increase generalization is critically reviewed in relation to a hierarchical learning theory set forth by Haring and Eaton (1978). From this hierarchical learning theory perspective, inconsistent results may be better understood and predicted. Implications for current practice and directions for future research are also discussed.

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Authors and Affiliations

  1. Department of Psychology, Illinois State University, Illinois

    Gary L. Cates Ph.D.

  2. Department of Psychology, Illinois State University, 436 DeGarmo Hall, Normal, IL, 61790

    Gary L. Cates Ph.D.

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  1. Gary L. Cates Ph.D.
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Correspondence to Gary L. Cates Ph.D..

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Cates, G.L. A Review of the Effects of Interspersing Procedures on the Stages of Academic Skill Development. J Behav Educ 14, 305–325 (2005). https://doi.org/10.1007/s10864-005-8652-8

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  • DOI: https://doi.org/10.1007/s10864-005-8652-8

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