48
views
0
recommends
+1 Recommend
0 collections
    0
    shares
      • Record: found
      • Abstract: not found
      • Article: not found

      Spaced Repetition Promotes Efficient and Effective Learning

      Policy insights from the behavioral and brain sciences
      SAGE Publications

      Read this article at

      ScienceOpenPublisher
      Bookmark
          There is no author summary for this article yet. Authors can add summaries to their articles on ScienceOpen to make them more accessible to a non-specialist audience.

          Related collections

          Most cited references44

          • Record: found
          • Abstract: not found
          • Article: not found

          Expertise Reversal Effect and Its Implications for Learner-Tailored Instruction

            Bookmark
            • Record: found
            • Abstract: found
            • Article: not found

            Spacing effects in learning: a temporal ridgeline of optimal retention.

            To achieve enduring retention, people must usually study information on multiple occasions. How does the timing of study events affect retention? Prior research has examined this issue only in a spotty fashion, usually with very short time intervals. In a study aimed at characterizing spacing effects over significant durations, more than 1,350 individuals were taught a set of facts and--after a gap of up to 3.5 months--given a review. A final test was administered at a further delay of up to 1 year. At any given test delay, an increase in the interstudy gap at first increased, and then gradually reduced, final test performance. The optimal gap increased as test delay increased. However, when measured as a proportion of test delay, the optimal gap declined from about 20 to 40% of a 1-week test delay to about 5 to 10% of a 1-year test delay. The interaction of gap and test delay implies that many educational practices are highly inefficient.
              Bookmark
              • Record: found
              • Abstract: found
              • Article: not found

              Repeated testing produces superior transfer of learning relative to repeated studying.

              The present research investigated whether test-enhanced learning can be used to promote transfer. More specifically, 4 experiments examined how repeated testing and repeated studying affected retention and transfer of facts and concepts. Subjects studied prose passages and then either repeatedly restudied or took tests on the material. One week later, they took a final test that had either the same questions (Experiment 1a), new inferential questions within the same knowledge domain (Experiments 1b and 2), or new inferential questions from different knowledge domains (Experiment 3). Repeated testing produced superior retention and transfer on the final test relative to repeated studying. This finding indicates that the mnemonic benefits of test-enhanced learning are not limited to the retention of the specific response tested during initial learning but rather extend to the transfer of knowledge in a variety of contexts.
                Bookmark

                Author and article information

                Journal
                10.1177/2372732215624708
                http://journals.sagepub.com/page/policies/text-and-data-mining-license

                Comments

                Comment on this article

                scite_
                308
                8
                188
                1
                Smart Citations
                308
                8
                188
                1
                Citing PublicationsSupportingMentioningContrasting
                View Citations

                See how this article has been cited at scite.ai

                scite shows how a scientific paper has been cited by providing the context of the citation, a classification describing whether it supports, mentions, or contrasts the cited claim, and a label indicating in which section the citation was made.

                Similar content2,623

                Cited by61

                Most referenced authors267