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Energy plays an important role in human society. With the development of science and technology, the increasing demand for new energy like electric energy cannot be ignored. The battery is the key component of electric vehicles which are the centers of future development. Lithium-ion batteries have great advantages in electric vehicle applications for their excellent performance. We need to find ways to improve lithium-ion batteries to promote the development of electric vehicles fundamentally. The high specific energy, low self-discharge, good cycling performance, no memory effect, and other advantages lead to the excellent performance of lithium-ion batteries. This paper reviews the unique merits of lithium-ion batteries compared with other important battery technologies in electric vehicle application in three main aspects and describes some methods to enhance the performance of lithium-ion batteries by improving the anode, cathode, and electrolyte, respectively. For instance, we can use LiNi1-x-yCoxMnyO2 (NCM) materials as cathode, silicon-based materials as anode with composite materials like FeOOH@rGO and SiNP@NC add more silicon in the composite anode structure and silicon nanowire anode to improve its mechanical stability. Also, with an example of their employment in the BMW i3 94 Ah vehicles, the application outlook of lithium-ion batteries in electric vehicles and their development trend in the future have been prospected. Although electric vehicles are becoming the ideal next-generation vehicles with the increasing environmental friendliness, the battery technology, such as its safety problem and the manufacturing cost, etc., remains a big challenge in the development of lithium-ion batteries in electric vehicles.

Interleaving (intermixing exemplars from different categories) is more effective in promoting inductive learning than blocking (massing exemplars from a given category together). Yet learners typically prefer blocking over interleaving during self-regulated inductive learning, highlighting the need to develop effective interventions to overcome this metacognitive illusion and promote learners' practical use of the interleaving strategy. Drawing on a sample of university students, three experiments examined the effects of an instructional intervention on (a) correction of metacognitive fallacies regarding the superiority of blocking over interleaving for inductive learning, (b) adoption of the interleaving strategy during self-regulated learning when learners are allowed to make study choices exemplar-by-exemplar, (c) classification performance, and (d) transfer of category learning across diverse domains. Experiments 1 and 2 showed that instructions about the benefits of interleaving over blocking improved metacognitive awareness of the efficacy of interleaving and enhanced self-usage of the interleaving strategy during learning of new categories. However, this intervention had negligible influence on interleaving distance and did not improve classification performance. Experiment 3 found that informing learners about the benefits of extensive interleaving, as compared to minimal interleaving or no interleaving, successfully increased interleaving distance and boosted classification performance, and the intervention effects transferred to learning categories in a different domain. These findings support the practical use of the instructional intervention in promoting self-usage of the interleaving strategy and highlight the important role of enlarging interleaving distance in facilitating inductive learning. Educational Impact and Implications Statement: Educators have endeavored to explore methods to enhance the efficiency of inductive learning. Intermixing exemplars from different categories produces superior learning outcomes than studying each category's exemplars in a blocked manner. However, most learners fail to appreciate the benefits of interleaving and prefer to studying exemplars in a massed schedule. Providing learners with individualized feedback on blocked versus interleaved performance and highlighting relevant findings from previous research can effectively enhance their awareness of the merits of interleaving and encourage them to adopt the interleaved strategy during self-regulated learning. When learners attempt to intersperse exemplars of a given category with those from many other categories, their inductive performance improves. [ABSTRACT FROM AUTHOR]