Observing category exemplars in an interleaved manner is more beneficial for inductive learning than blocked (massed) presentation, a phenomenon termed the interleaving effect on inductive learning. However, people tend to erroneously believe that massed is more beneficial than interleaved learning, and learners prefer the former during self-regulated learning. We report four experiments designed to investigate whether explicit instructions, which include individual performance feedback and the interleaving effect results from previous research, can (1) correct metacognitive illusions regarding the interleaving effect, (2) promote self-employment of interleaving, and (3) facilitate category learning. In addition, the current study explored (4) whether the intervention effect is long-lasting and (5) transferable to learning of categories in other domains. Experiments 1–4 established the effectiveness of the instruction intervention to enhance metacognitive appreciation of the interleaving effect, to promote self-employment of interleaving, and to facilitate learning of new categories. The intervention effect was long-lasting (at least 24 h; Experiment 2), and transferable to learning of categories in different domains (Experiments 3 and 4). These findings support the practical use of the instruction intervention.

以交错的方式观察类别样本比阻塞（集中）呈现更有益于归纳学习，这种现象称为对归纳学习的交错效应. 然而，人们往往错误地认为集中学习比交错学习更有益，学习者在自主学习中更喜欢前者。我们报告了四个实验，旨在调查明确的指令，包括个人绩效反馈和先前研究的交错效应结果，是否可以（1）纠正关于交错效应的元认知错觉，（2）促进交错的自我雇佣，以及（3 ) 促进类别学习。此外，目前的研究探讨了（4）干预效果是否持久和（5）可转移到其他领域的类别学习。实验 1-4 确定了教学干预的有效性，以增强对交织效应的元认知欣赏，促进交织的自我就业，并促进新类别的学习。干预效果是持久的（至少 24 小时；实验 2），并且可以转移到不同领域的类别学习（实验 3 和 4）。这些发现支持教学干预的实际应用。