Using Spacing to Promote Lasting Learning in Educational Contexts

IF 1.5 4区 心理学 Q3 PSYCHOLOGY, EDUCATIONAL Zeitschrift Fur Entwicklungspsychologie Und Padagogische Psychologie Pub Date : 2022-10-01 DOI:10.1026/0049-8637/a000259
M. Ebersbach, A. Lachner, K. Scheiter, Tobias Richter
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引用次数: 1

Abstract

Abstract. Spacing repeated study phases across multiple sessions instead of studying and restudying the learning material in one session only is an effective strategy to promote lasting learning. However, most studies demonstrating the spacing effect were conducted in the laboratory, using simple verbal material. Learning in educational contexts differs regarding the complexity and coherence of the learning material and concerning the role of motivational and affective learner characteristics. Studies conducted in educational contexts suggest that the spacing effect is not as robust here. For example, acquiring mathematical skills or nonrepeated, consecutive information does not reliably benefit from spacing. After an overview of studies addressing the spacing effect in the laboratory and in educational contexts, we discuss various open questions that need to be addressed by future research before recommending spacing as a learning strategy to promote meaningful and lasting learning at schools and universities.
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利用间隔促进教育环境中的持久学习
摘要将重复的学习阶段间隔在多个学习阶段,而不是在一个学习阶段反复学习学习材料,这是促进持久学习的有效策略。然而,大多数证明间隔效应的研究都是在实验室进行的,使用的是简单的语言材料。教育环境下的学习因学习材料的复杂性和连贯性以及动机性和情感性学习者特征的作用而有所不同。在教育背景下进行的研究表明,间隔效应在这里并不那么强大。例如,获取数学技能或非重复的连续信息并不一定能从间隔中获益。在概述了在实验室和教育环境中解决间隔效应的研究之后,我们讨论了未来研究需要解决的各种悬而未决的问题,然后建议间隔作为一种学习策略来促进学校和大学的有意义和持久的学习。
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来源期刊
CiteScore
2.10
自引率
0.00%
发文量
12
期刊介绍: Organ der Deutschen Gesellschaft für Psychologie (DGPs) und der Fachgruppen Entwicklungspsychologie und Pädagogische Psychologie
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