Effects of repetition and spaced review upon retention of a complex learning task.

Reynolds, James H.; Glaser, Robert

doi:10.1037/h0040734

Cited by 88 publications

(56 citation statements)

References 8 publications

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“…In one study, the meanings of a series of scientific terms were learned much more effectively when repetitions were spaced than when they were massed (Reynolds and Glaser, 1964). In another study, arithmetical rules presented on a computer monitor were learned better when reviews occurred 1 and 7 days after the initial presentation than when they occurred 1 and 2 days following original learning (Gay, 1973, Experiment 2).…”

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confidence: 95%

Spacing effects and their implications for theory and practice

1989

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THE SPACING EFFECTAsk almost any student of learning and memory and he/she will tell you that the spacing effect refers to the finding that for a given amount of study time, spaced presentations yield significantly better learning than do presentations that are massed more closely together in time. The spacing effect is, in fact, one of the most thoroughly studied phenomena in psychology. However, what is not so widely appreciated is just how remarkable the spacing effect is.Consider, for example, its impressive length of service as a subject of scientific inquiry. The earliest documented studies of the spacing effect were recorded by Ebbinghaus in his seminal work on memory, originally published in 1885. With himself as the subject, Ebbinghaus noted that for a single 12-syllable series, 68 immediately successive repetitions had the effect of 1Department of Educational Psychology, College of Education, University of Nevada, Las Vegas, Las Vegas, Nevada 89154. 309

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confidence: 95%

Spacing effects and their implications for theory and practice

1989

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“…Howe feels that his results indicate that there should be an emphasis on the avoidance of errors made early in the learning process. Reynolds and Glaser (1964) found that various amounts of massed repetition of program frames concerning technical terminology in biology had little effect on learning, particularly as measured in delayed testing. These authors recommend that in programmed instruction, repetitions and reviews should be more widely spaced, since massed repetitions are likely to contribute to monotony.…”

Section: Prelearning Variablesmentioning

confidence: 99%

Learning From Verbal Discourse in Educational Media: A Review of the Literature

Carroll¹

1971

ETS Research Bulletin Series

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“…These findings held for repetition and induction tasks (Kornell, Castel, Eich, & Bjork, 2010) and abstraction and generalization tasks (West, 2011). Classroom studies and studies with educationally relevant materials have recently become more common, finding benefits to distributed study of scientific prose (Roediger & Karpicke, 2006), maps (Carpenter & Pashler, 2007), history facts (Carpenter, Pashler, & Cepeda, 2009), vocabulary (Bloom & Shuell, 1981Seabrook, Brown, & Solity, 2005;Sobel, Cepeda, & Kapler, 2010), multiplication facts (Rea & Modigliani, 1985), statistics concepts (Budé, Imbos, Wiel, & Berger, 2011;Smith & Rothkopf, 1984), middle school biology concepts (Reynolds & Glaser, 1964), university medical education (Kerfoot, Kearney, Connelly, & Ritchey, 2009), and elementary science (Vlach & Sandhofer, 2012).…”

Section: Revisiting As Distributed Practice Supports Learningmentioning

confidence: 99%

Distributed Revisiting: an Analytic for Retention of Coherent Science Learning

Svihla¹,

Wester²,

Linn

2015

Learning Analytics

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Designing learning experiences that support the development of coherent understanding of complex scientific phenomena is challenging. We sought to identify analytics that can also guide such designs to support retention of coherent understanding. Based on prior research that distributing study of material over time supports retention, we explored revisiting previously studied material as an analytic. We tested ways to operationalize revisiting: as a general propensity to revisit previously studied material; as a propensity to revisit specific curricular steps; as a general propensity to distribute study by revisiting previously studied material on different days; and as a propensity to distribute study by revisiting specific steps on different days. The specific steps identified as central to the learning design included a static illustration and a dynamic visualization. We modelled revisiting in a sample of 664 students taught by seven different teachers using a Web-based Inquiry Science Environment unit. Analysis of log files and regression modelling revealed that a general propensity to revisit did not predict retention. Revisiting the dynamic visualization better supported retention than revisiting static material, but only for distributed revisiting. Our findings suggest that revisiting can be a useful analytic when aligned with the framework guiding learning design.

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Effects of repetition and spaced review upon retention of a complex learning task.

Cited by 88 publications

References 8 publications

Spacing effects and their implications for theory and practice

Spacing effects and their implications for theory and practice

Learning From Verbal Discourse in Educational Media: A Review of the Literature

Distributed Revisiting: an Analytic for Retention of Coherent Science Learning

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