Distributed learning: Difference between revisions

Revision as of 17:35, 4 April 2009

Revision as of 10:09, 24 June 2009

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According to an fMRI study, distributed learning across a 24 hr interval did not enhance immediate memory performance but instead slows the rate of forgetting relative to massed learning. This savings in forgetting was specific to relational, but not item, memory.

==See Alsoalso==

*[[Learning theories]]

*[[memory consolidation]]

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==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. 37-3937–39.

* Litman L, Davachi L. Distributed learning enhances relational memory consolidation. Learn Mem. 2008 Aug 26;15(9):711-6. PMID: 18772260. [http://www.ncbi.nlm.nih.gov/pubmed/18772260?]

* Dempster, F. (1991). Synthesis of Research on Reviews and Tests. Journal of Educational Leadership. 48(7). pp. 71-7671–76.

* Terry, W. (1983). Recognition of sentences from text after massed vs spaced readings. The Journal of General Psychology. 109 pp. 67-7167–71.

[[Category:Education_theoryEducation theory]]