China
Africa
Explore chapters and articles related to this topic
Learning Engineering Applies the Learning Sciences
Published in Jim Goodell, Janet Kolodner, Learning Engineering Toolkit, 2023
Jim Goodell, Janet Kolodner, Aaron Kessler
The spacing effect is the observation that people tend to remember things more effectively if they use spaced repetition practice (short study periods spread out over time) as opposed to massed practice (for example, cramming). The phenomenon was first documented by Ebbinghaus (1885), using himself as a subject in several experiments to memorize verbal utterances. In one study, after a day of cramming, he could accurately recite twelve-syllable sequences (of gibberish, apparently). How-ever, he could achieve comparable results with half as many practices spread out over three days.
Products and Strategies for Dementia Rehabilitation and Prevention in Nursing Homes
Published in Paul A. Rodgers, Design for People Living with Dementia, 2022
It is worth stressing that the inclusion of new objects in the residents’ routine needs to occur gradually to inhibit behavioural changes and familiarise them to perform new tasks. This is important since the decline in recent memory, faced right at the beginning of the disease, hinders the retention of new information in the brain and may generate anguish. This recommendation comes close to the spacing effect or distributed practice effect, which admits that individuals can learn more if training is gradually distributed over time (Malim, 1994). Also, it is vital that the instructor always has the material at hand to act as a mirror for the elderly.
Conceptualising “dose” in paediatric language interventions: Current findings and future directions
Published in International Journal of Speech-Language Pathology, 2018
The spacing effect is the phenomenon by which human learning, especially long-term memory, is improved when opportunities to learn are spaced apart in time, rather than massed (Cepeda, Pashler, Vul, Wixted, & Rohrer, 2006; Cepeda, Vul, Rohrer, Wixted, & Pashler, 2008). The spacing effect may be another possible explanation for non-significant findings in some dose/dosage studies (see Justice et al., 2016). By spacing learning opportunities apart over time, learning is distributed. There have been several studies with clear relevance to treatment of language issues. For instance, Ambridge and colleagues studied the acquisition of a rare, abstract grammatical rule among preschool-aged children (Ambridge, Theakston, Lieven, & Tomasello, 2006). Children participated in 10 trials provided exposure to the grammatical rule in one of two conditions: (1) a massed condition (all trials occurred consecutively in a single session) or (2) a distributed condition (two trials occurred per day over 5 d). Importantly, children in the distributed condition significantly out-performed those in the massed condition in their ability to use the abstract grammatical rule. More recently, researchers studied the spacing effect for children with specific language impairment (SLI), with the outcome of interest representing implicit acquisition of a sequence (Desmottes, Meulemans, Patinec, & Maillart, 2017). Children experienced three training sessions either massed on one occasion or distributed across one week. Those in the distributed condition significantly outperformed those in the massed condition, demonstrating that distributing of learning may yield benefits for children with SLI.