Distributed learning: Difference between revisions

Revision as of 17:56, 6 August 2009

Revision as of 07:11, 3 September 2009

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''{{dablink|"Distributed learning" may refer to "[[Distancedistance education]]".''}}

{{merge|Spacing effect}}

Distributed learning is defined as opposed to massed learning {{Citation needed|date=August 2009}}. Also referred to as Spacing effect. 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). Review of material increases long-term memory best when there is more time between introduction and review of material. It is suggested that it would actually be better for exams to be taken after a break than before, given that there was a review before the exams, because of the spacing effect{{Citation needed|date=August 2009}}.

'''Distributed learning''' is defined as opposed to massed learning .{{Citation needed|date=August 2009}}. Also referred to as Spacing effect. 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 ishas been suggested that it would actually be better for exams to be taken after a break than before, given thatassuming there was a review before the exams, because of the spacing effect.{{Citation needed|date=August 2009}}.

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{{Citation needed|date=August 2009}}.

According to an fMRI study, distributed learning across a 24 hr interval diddoes not enhance immediate memory performance but instead slows the rate of forgetting relative to massed learning. ThisThe savings in forgetting waswere specific to relational, but not item, memory.{{Citation needed|date=August 2009}}.

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== See also ==

*[[Episodic memory]]

*[[Learning theories]]

*[[memoryMemory consolidation]]

*[[episodicSpaced memorylearning]]

== 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]

==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.&nbsp;37–39.

* 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?]