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The fact that we found no significant difference between the two learning groups may have been due to the fact that both groups had access to the same high quality learning resources.
But 20 of the volunteers who slept for 90 minutes between the two learning sessions improved their scores by 10 percent on average after sleeping; the scores of those who didn't nap actually dropped by 10 percent.
A shared reward actualizes coordination between the two learning modules.
Other than this instructional difference, there were no differences between the two learning conditions.
This indicates that our study is under powered to detect small landmark and route task differences (because no significant differences have been found in previous studies) but sufficiently powered to detect large survey task differences between the two learning conditions.
These results suggest that participants who took an interim test demonstrated a standard testing effect and potentially better contextual discrimination between the two learning episodes (cf., Roediger & Karpicke 2006a, b; Whiffen & Karpicke 2017).
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The different evolution of the two components through time is also interesting because, although there seems to be a functional dissociation between word and rule extraction, the two learning processes seem to be closely related as participants that performed the rule-learning task better had earlier N400 effects.
Differences in learning objectives between the three sets of scores (pretest, posttest, comparison) were assessed using a one-way analysis of variance (ANOVA) for each of the nine learning objectives.
The results for motivation indicated that all students experienced high levels and there was no significant difference between the three learning activities.
In this paper we conduct comparative study between theses two learning methods.
The surface between the axes represents the four learning style quadrants: those of Accommodator, Diverger, Assimilator, and Converger.
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