Distributed learning
 | It has been suggested that this article be merged with Spacing effect. (Discuss) Proposed since September 2009. |
Distributed learning is defined as opposed to massed learning.[citation needed] Reviews of material with longer time elapsed between the first and second review (spaced) yield more learning than reviews with less time elapsed between the first and second review (massed); this is referred to as the spacing effect. Review of material increases long-term memory best when there is more time between introduction and review of material. It has been suggested that it would be better for exams to be taken after a break than before, assuming there was a review before the exams, because of the spacing effect.[citation needed]
According to a behavioral study, distributed learning across a 24 hr interval does not enhance immediate memory performance but instead slows the rate of forgetting relative to massed learning. The savings in forgetting were specific to relational, but not item, memory.Template:Litman & Davachi
See also
References
- Learning – A summary of theories (Why Taking Exams after Winter Break is best for Students: What the Experts Say.)[www.window.state.tx.us/schoolstart2004/taskforce/mtg041215/winterbreak.doc]
- Willingham, D. (2002). How we learn. Ask the cognitive scientist: Allocating student study time. “Massed” versus “distributed” practice. American Educator. 26(2) pp. 37–39.
- Litman L, Davachi L. Distributed learning enhances relational memory consolidation. Learn Mem. 2008 Aug 26;15(9):711-6. PMID: 18772260. [1]
- Dempster, F. (1991). Synthesis of Research on Reviews and Tests. Journal of Educational Leadership. 48(7). pp. 71–76.
- Terry, W. (1983). Recognition of sentences from text after massed vs spaced readings. The Journal of General Psychology. 109 pp. 67–71.