B.S. Research Paper Example (Empirical Research Paper)
B.S. Research Paper Example (Empirical Research Paper)
This is an example of a research paper that was written in fulfillment of the B.S.
research paper requirement. It uses APA style for all aspects except the cover
sheet (this page; the cover sheet is required by the department). It describes
research that the author was involved in while taking the PSYC 199 course.
The Effects of Interleaving Versus Blocking for
Article title
Learning to Conjugate Verbs in the Spanish Language
Jon Student, Psychology 199, Spring and Fall 2016
Name, when research was
conducted, PID
PID# A1234567
Thurgood Marshall College
Faculty Advisor: Professor Timothy Rickard
College, faculty advisor
_________________________________________
Faculty advisor signature
______________________
Date
Your faculty advisor will have to read the completed paper prior to submission. Their
signature and date, indicating approval of the paper, is required.
This example was written by a student who had the opportunity to assist with
multiple aspects of experimental research in a laboratory at UCSD (including
completion of data collection and subsequent data analysis).
For further information about the BS paper requirement, please visit:
For information and tips about writing research papers in APA style, please visit:
Running head: INTERLEAVING AND LANGUAGE LEARNING
1
This is the title page in traditional APA style.
The Effects of Interleaving Versus Blocking for
Article title
Learning to Conjugate Verbs in the Spanish Language
Jon Student
Department of Psychology
Name and
affiliation
University of California, San Diego
Author note
Author Note
Jon Student, Department of Psychology, University of California, San Diego.
This article was completed in fulfillment of the requirements for the author¡¯s Bachelor of
Science (B.S.) degree in Psychology at the University of California, San Diego. The author was
advised by Steven C. Pan and Professor Timothy C. Rickard.
Please address correspondence to: Jon Student, Department of Psychology, University of
California, San Diego, La Jolla, CA 92093-0109. Email: jstudent@ucsd.edu
Author Notes have up to four paragraphs. These often discuss author affiliation, any
change affiliation, acknowledgments, and addresses for correspondence.
INTERLEAVING AND LANGUAGE LEARNING
Abstract
Interleaving, a learning technique which involves practicing on multiple skills in parallel, goes
against the standard method of blocking (or blocked training) that is common in schools and in
many types of implicit skill training (for example, practicing a sport). While blocked training is
convenient for many learners, several previous studies have shown that interleaving can yield
statistically significant advantages in learning and in improving memory over blocking. The
present study explored the effects of interleaving versus blocked training for learning Spanish
verb conjugation skills. Participants with many different language backgrounds (excepting
Spanish) learned to conjugate verbs in the Spanish imperfect and preterite tenses in either a
blocked format or interleaved format (in a between-subjects design). After a one-week delay, a
verb conjugation test was administered. On average, participants learned Spanish verb
conjugation skills better if they had been trained using interleaving. This result suggests that
interleaving can be beneficial for foreign language learning.
The Abstract is typically no more than 250 words in length. It is prefaced with the
centered word ¡°Abstract¡±, and is a one-paragraph summary. It is not indented.
2
INTERLEAVING AND LANGUAGE LEARNING
The Effects of Interleaving Versus Blocking for
3
Article title
Learning to Conjugate Verbs in the Spanish Language
For over a decade, learning scientists have compared the effects of learning one skill or
topic at a time (blocking or blocked training) against a technique in which two or more skills are
learned simultaneously by switching back and forth between them (interleaving or interleaved
training). Some studies have found benefits of interleaving and others have found benefits to
blocking. For instance, interleaving benefits have been observed for learning algebraic rules
(e.g., Mayfield & Chase, 2002) and geometric concepts (e.g., Taylor & Rohrer, 2010), whereas
blocking benefits have been observed for learning to identify degrees of varying line segments
(e.g., Goldstone, 1996) and French pronunciation rules (e.g., Carpenter & Mueller, 2013).
Most schools implement blocking for a variety of topics because classes typically do not
have enough time during the day to get through entire lesson plans. The use of blocked
scheduling, wherein only one skill or concept is covered at one time, alleviates these types of
problems. Other reasons include the fact that it is easier for both teachers and students to use
blocking because it involves simpler schedules. But is this type of training method optimal for
learning, and more importantly, does it yield better retention of learned information and skills
over time than interleaving?
To date, there has been little evidence of benefits of interleaving for language learning,
relative to blocking. Specifically, in an experiment where English-speaking participants learned
French pronunciation rules (e.g., Carpenter and Mueller, 2013), practice occurred in blocked or
interleaved format and was immediately followed by a final test. Performance was better after
blocked training. However, that study measured the direct and immediate retention of learned
information and not necessarily the information that would still be remembered after participants
The Introduction section is the first major section of text. It introduces the topic under
investigation, reviews prior research on it, and discusses the research that is to follow.
INTERLEAVING AND LANGUAGE LEARNING
4
were able to spend time doing other everyday tasks. By contrast, in the present study, which
examined the use of blocked or interleaved training for learning Spanish verb conjugation skills
(i.e., a type of grammar), such time was given by forcing participants to wait a week before
another practice session and another week before testing measures were conducted. This was
implemented to ensure that participants were retaining learned information in long-term memory
over an extended period and not just immediately after exposure. The differences between
blocked learning and interleaving were then measured and compared between subjects after the
testing session to see which yielded better learning and memory of that learning.
Method
Participants
Level 1 and 2 headings are
used for these two section titles
Ninety-six participants with no prior Spanish experience whatsoever participated in order
to earn experimental credit for psychology classes taken at the University of California, San
Diego. Forty-one participants were randomly assigned into the blocked learning group and 47
participants were randomly assigned into the interleaved learning group. About half were native
English speakers and the remainder spoke a variety of different languages.
Design
The experiment was split into three sessions that consisted of two learning sessions
followed by a testing session. Each session was separated by exactly one week (7 days) of time.
Across both sessions, participants in the blocked and interleaved learning groups learned to
conjugate verbs in the Spanish preterite and imperfect tenses. Across both groups, assignment of
tense (preterite or imperfect) to the first or second sessions was counterbalanced, some
participants had learned the imperfect rules first and preterite rules second, while others had
learned the reverse order.
The Method section details how the study was performed. It typically details
Participants, Design, Materials, and Procedure.
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