To mass or space? Young children do not possess adults’ incorrect biases about spaced learning

Vlach, Haley A.; Bredemann, Catherine A.; Kraft, Carla

doi:10.1016/j.jecp.2019.02.003

Cited by 8 publications

(5 citation statements)

References 34 publications

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“…This time lag induces forgetting of the presented information and increases the effort necessary to retrieve forgotten items (Vlach, 2014 , 2019 ). In contrast, no time lag is present in massed learning schedules, resulting in a massed bias : adults view massed schedules as more beneficial for learning than spaced schedules (e.g., Baddeley & Longman, 1978 ; Kornell & Bjork, 2007 , 2008 ; McCabe, 2011 ; Vlach et al, 2019 ; Zechmeister & Shaughnessy, 1980 ).…”

Section: Resultsmentioning

confidence: 99%

“…The bias against difficult learning conditions may be even more pronounced for children because adults tend to underestimate children’s abilities (e.g., Miller et al, 1980 ). Furthermore, there are likely to be developmental and individual differences in children’s ability to learn from difficult learning conditions (see Knabe & Vlach, 2020 , for a discussion of this issue). Future studies should therefore assess the conditions under which adults view difficult learning conditions as undesirable or desirable for children.…”

Section: Discussionmentioning

confidence: 99%

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Does the public know what researchers know? Perceived task difficulty impacts adults’ intuitions about children’s early word learning

2023

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The present study examined adults’ understanding of children’s early word learning. Undergraduates, non-parents, parents, and Speech-Language Pathologists (N = 535, 74% female, 56% White) completed a survey with 11 word learning principles from the perspective of a preschooler. Questions tested key principles from early word learning research. For each question, participants were prompted to select an answer based on the perspective of a preschooler. Adults demonstrated aligned intuitions for all principles except those derived from domain-general theories, regardless of experience with language development (Experiment 1). Experiment 2 revealed that perceived difficulty of a task for a preschooler impacted adults’ reasoning about word learning processes. Experiment 3 ruled out level of confidence and interest as mechanisms to explain the results. These results highlight disconnects in knowledge between the cognitive development research community and the general public. Therefore, efforts must be made to communicate scientific findings to the broader non-academic community, emphasizing children’s ability to excel at word learning in the face of task difficulty.

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Section: Resultsmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Does the public know what researchers know? Perceived task difficulty impacts adults’ intuitions about children’s early word learning

2023

Self Cite

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“…When two or more learning sessions are separated (i.e. spaced apart or distributed) across time, it often produces better learning than cramming to only one single session (Atikah & Rezki, 2018;Richard C. Atkinson & Shiffrin, 1968;González Ramírez & Ramirez, 2015;Mubarak & Smith, 2008;Sekeres, M. et al 2016;Toppino & Gerbier, 2014;Vlach et al, 2019). In one study by Patac (2013), the researcher has examined the effectiveness of using massed and distributed teaching in teaching mathematics.…”

Section: Spaced Vs Massed Learningmentioning

confidence: 99%

Spaced learning: A review on the use of spaced learning in language teaching and learning

Noor¹,

Yunus²,

Yusoff³

et al. 2021

JLLS

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Time has contributed to most of our daily activities. In the field of understanding how the human brain reacted to specific learning processes, the neuroscientist supports the impact of having multiple learning sessions with the retention of knowledge. Spaced Learning is a product makes out of human's lack of capacity in retaining information and attempts to reduce the forgetting rate. In exploring the condition of how the human mind works and the chances of forgetting, the demonstration of spaced and massed learning in retaining information is recognized in this paper. This paper is aimed to synthesize information on the foundation of Spaced Learning with a focus on language learning, especially to students in academic institutions in Malaysia. This paper used a qualitative design in analyzing documents from articles whereby these articles are synthesized and analyzed using Microsoft excel and the conclusion later on drawn from the analyses. Based on the reviews highlighted in this paper, the practicality of spaced learning is proven in enhancing memory retention in which can contribute to positive performance and can help maximize students' language performance particularly to those who engaged in specific fields of knowledge.

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“…Interestingly, preschool-aged children do not demonstrate a massed bias (Vlach, Bredemann, & Kraft, 2019). One explanation for these results is that preschoolers have limited theories of how memory functions.…”

Section: Metamemorymentioning

confidence: 99%

When are difficulties desirable for children? First steps toward a developmental and individual differences account of the spacing effect.

Knabe

Vlach

2020

Journal of Applied Research in Memory and Cognition

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The spacing effect is one of the most robust and replicable phenomena in psychological science, and holds promise for improving children’s learning outcomes in educational settings. However, there is a striking limitation in the literature: very few studies have been conducted with young children (0–5-year-olds). Moreover, most studies examine children’s learning on the group level, whereas early curricula typically focus on both group and individual outcomes. We predict that developmental and individual differences in visual attention, memory, prior knowledge, and metamemory will affect children’s learning on massed and spaced schedules. Thus, we argue that the next critical step in research on the spacing effect is to develop a developmental and individual differences account. Indeed, this account will address limitations in theory and barriers in implementing the spacing effect in early educational settings.

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To mass or space? Young children do not possess adults’ incorrect biases about spaced learning

Cited by 8 publications

References 34 publications

Does the public know what researchers know? Perceived task difficulty impacts adults’ intuitions about children’s early word learning

Does the public know what researchers know? Perceived task difficulty impacts adults’ intuitions about children’s early word learning

Spaced learning: A review on the use of spaced learning in language teaching and learning

When are difficulties desirable for children? First steps toward a developmental and individual differences account of the spacing effect.

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