An interleaved presentation of items (as opposed to a blocked presentation) has been proposed to foster inductive learning (interleaving effect). A meta-analysis of the interleaving effect (based on 59 studies with 238 effect sizes nested in 158 samples) was conducted to quantify the magnitude of the interleaving effect, to test its generalizability across different settings and learning materials, and to examine moderators that could augment the theoretical models of interleaved learning. A multilevel meta-analysis revealed a moderate overall interleaving effect (Hedges' g = 0.42). Interleaved practice was best for studies using paintings (g = 0.67) and other visual materials. Results for studies using mathematical tasks revealed a small interleaving effect (g = 0.34), whereas results for expository texts and tastes were ambiguous with nonsignificant overall effects. An advantage of blocking compared with interleaving was found for studies based on words (g = -0.39). A multiple metaregression analysis revealed stronger interleaving effects for learning material more similar between categories, for learning material less similar within categories, and for more complex learning material. These results are consistent with the theoretical account of interleaved learning, most notably with the sequential theory of attention (attentional bias framework). We conclude that interleaving can effectively foster inductive learning but that the setting and the type of learning material must be considered. The interleaved learning, however, should be used with caution in certain conditions, especially for expository texts and words. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

中文翻译：

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相似性很重要：对交错式学习及其主持人的荟萃分析。

为了促进归纳学习（交织效果），已经提出了项目的交错展示（与封闭展示相反）。对交错效应进行了荟萃分析（基于59项研究，其中158个样本中嵌套有238个效应​​大小），量化了交错效应的大小，测试了其在不同环境和学习资料中的普遍性，并研究了主持人增强了交错学习的理论模型。多层次的荟萃分析显示出适度的整体交错效应（Hedges'g = 0.42）。交错练习最适合使用绘画（g = 0.67）和其他视觉材料进行的研究。使用数学任务进行的研究结果显示出较小的交错效果（g = 0.34），而说明文字和口味的结果却模棱两可，总体效果不显着。在基于单词的研究中，发现与交错相比，阻塞具有优势（g = -0.39）。多元元回归分析显示，对于类别之间更相似的学习材料，类别内不太相似的学习材料以及更复杂的学习材料，交错效应更强。这些结果与交错学习的理论解释相符，最值得注意的是与注意力的顺序理论（注意偏向框架）一致。我们得出的结论是，交织可以有效地促进归纳学习，但必须考虑学习材料的设置和类型。但是，在某些情况下，应谨慎使用交错式学习，特别是说明文字和单词。（PsycINFO数据库记录（c）2019 APA，保留所有权利）。