Learning to Learn Overview

The tendency for information learned over several, spaced-out sessions to be retained better than information learned in a single, concentrated session.

Information learned in classrooms is often quickly forgotten after final exams, even though our education system aims to impart lasting knowledge.

Despite the promise of the spacing effect for improving learning in classrooms, there's limited evidence that it's being widely implemented in practice.

Educational resources and texts often either fail to mention or misrepresent the spacing effect, potentially hindering its adoption in classrooms.

A prominent educational expert, Hunter (1983), advocated against spaced practice in the initial stages of learning, contradicting the potential benefits of the spacing effect.

Repeated presentations of information within a short period of time, leading to less effective memory retention.

The theory suggests that repeated exposure to the same material in different contexts helps strengthen memory by creating multiple retrieval cues

The theory suggests that spaced repetitions create opportunities for retrieval practice, which strengthens memory.

The theory suggests ineffective encoding of repeated information due to factors like habituation or limited attention.

Describes the situation where repeated exposures are close together, not allowing for retrieval practice or encoding variability.

Describes the situation where learned information is presented in spaced intervals, allowing for retrieval practice and encoding variability.

The ability to remember not only the information itself, but also the specific context in which it was encountered.

Researchers found that adults learning English improved their grammar skills significantly when they had longer breaks between practice sessions.

This refers to how the spacing effect isn't often used in education despite evidence showing its benefits.

The way we perceive our learning doesn't always align with the reality, which can lead to choosing ineffective learning strategies.

In a study, postal workers trained to type using spaced practice sessions performed better than those who crammed their training.

Spaced practice can be implemented with shorter or longer breaks between sessions. This can be done either consistently or with a combination of both.

When learning materials are mixed up, it forces active retrieval and strengthens memory compared to studying things in blocks.

This study found that both massed and spaced practice were effective when tested immediately after learning, but spaced practice led to significantly better long-term retention.

A learning method where multiple repetitions of the same information are crammed together in a short period.

A learning technique where repetitions of the same information are spread out over time. This helps with long-term retention.

The optimal spacing interval between learning sessions depends on the desired retention interval.

The belief that presenting educational material in a structured, organized manner immediately facilitates understanding and comprehension.

The tendency to focus on organization and immediate understanding rather than incorporating challenging and spaced learning techniques.

A learning strategy where repetitions of the same information are scattered throughout subsequent lessons, promoting long-term retention.

Spaced practice, where learning sessions are separated by intervals, leads to better long-term retention than massed practice, where learning is crammed into a short period.

Learning material repeatedly, but with significant time intervals between each session, aiding long-term retention.

Repeated exposure to information within a short period of time, leading to less effective memory retention.

Repeated presentations of information spaced out over a longer period, promoting better memory encoding and retention.

The theory suggesting that repeated exposure to the same material in different contexts strengthens memory by creating multiple retrieval cues.