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Spaced practice (aka Distributed Practice)#

See also: effective-learning-strategies

Definition#

Consider two approaches to studying

  1. Single session "cram"

    Spend a one-off, fixed amount of time (X) repeatedly studying the same information.

  2. Spaced practice.

    Spend the same amount of time (X) studying the same informtion, but space it out over a longer period of time. Re-covering the same material over time.

The second leads to greater retention of material.

However, students may feel less confident while using spaced practice. It is felt as being more difficult. Perhaps because of the weakening of retrieval strength.

The optimal ideal delay between two sessions is complex and contingent.

Teachers would benefit from more guidance and technologies (broadly defined) to help plan spaced practice. Also an area for further research.

Explanation#

Theory of disuse#

Weinstein et al (2018) cite the "new theory of disuse" (Bjork & Bjork, 1992) to offer the following explanation.

Memory as both retrieval (ease of recall, which can be measured) and storage (extent it is stored in the mind, not measurable) strength. Studying provides a boost to both. The cram method contributes to high retrieval strength, but low storage strength. As repeated studying tends to build retrieval strength. Spaced practice lets retreival strength wane in order to improve retrieval strength.

Teaching Strategies#

1. Create opportunities to revisit information throughout the term.#

Examples

  • productive-failure - problem phase is designed to levarage and re-apply existing knowledge.

2. Encourage students#

e.g. below.

Student learning strategies#

  • start planning early for exams and spread study over a longer period, rather than all at once
  • review information from each class, but not immediately after class - have a break
  • after reviewing information from a recent class, ensure you study older information
  • review should not be just reading your notes, use other effective study strategies
  • forgetting information is good as it encourages you to engage in retrieval-practice
  • create small spaces, a little bit over time regularly adds up

References#

Benjamin, A. S., & Tullis, J. (2010). What makes distributed practice effective? Cognitive Psychology, 61(3), 228--247. https://doi.org/10.1016/j.cogpsych.2010.05.004

Bjork, R., & Bjotk, E. (1992). A new theory of disuse and an old theory of stimulus fluctuation. Essays in Honor of William K. Estes, Vol. 1991: From Learning Theory to Connectionist Theory, 1935--1967.

Weinstein, Y., Madan, C. R., & Sumeracki, M. A. (2018). Teaching the science of learning. Cognitive Research: Principles and Implications, 3(1), 2. https://doi.org/10.1186/s41235-017-0087-y