Using Spacing to Enhance Diverse Forms of Learning: Review of Recent Research and Implications for Instruction

Autor/inn/en	Carpenter, Shana K.; Cepeda, Nicholas J.; Rohrer, Doug; Kang, Sean H. K.; Pashler, Harold
Titel	Using Spacing to Enhance Diverse Forms of Learning: Review of Recent Research and Implications for Instruction
Quelle	24 (2012), S.369-378 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Memory; Intervals; Retention (Psychology); Educational Improvement; Mathematics; Mathematics Instruction; Mathematics Education + Suchen Sie Ihr Suchwort? Gedächtnis; Merkfähigkeit; Teaching improvement; Unterrichtsentwicklung; Mathematik; Mathematics lessons; Mathematikunterricht; Mathematische Bildung
Abstract	Every day students and instructors are faced with the decision of when to study information. The timing of study, and how it affects memory retention, has been explored for many years in research on human learning. This research has shown that performance on final tests of learning is improved if multiple study sessions are separated--i.e., "spaced" apart--in time rather than massed in immediate succession. In this article, we review research findings of the types of learning that benefit from spaced study, demonstrations of these benefits in educational settings, and recent research on the time intervals during which spaced study should occur in order to maximize memory retention. We conclude with a list of recommendations on how spacing might be incorporated into everyday instruction. (Contains 3 figures.) [This work was partially funded by the James S. McDonnell Foundation.] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10