Michelle D. Miller. (2014). Minds Online : Teaching Effectively with Technology. Harvard University Press.
Like spacing, interleaving has to do with how we organize our study sessions over time. We interleave material whenever we alternate between different topics, categories, skills, and the like, rather than just working with one at a time. To illustrate, participants in one line of research were assigned to learn to identify visual examples, such as different kinds of birds or paintings by different artists. Researchers found that mixing up the exposure to different examples across sessions— different artists, different classes of birds— improved learning.35 So from a memory standpoint it’s best to alternate topics, circling back to previously exposed material rather than working straight through each topic one at a time.
35 M. S. Birnbaum, N. Kornell, E. Bjork, and R. A. Bjork (2013), Why in-terleaving enhances inductive learning: The roles of discrimination and re-trieval, Memory & Cognition 41(3): 392– 402, doi:10.3758/s13421- 012- 0272- 7; N. Kornell and R. A. Bjork (2008), Learning concepts and categories: Is spac-ing the “enemy of induction”? Psychological Science (Wiley- Blackwell) 19(6): 585– 592, doi:10.1111/j.1467- 9280.2008.02127.x. 36. D. Rohrer (2012), Interleaving helps stud