Using Spacing to Enhance Diverse Forms of Learning: Review of Recent Research and Implications for Instruction

Carpenter, Shana K.; Cepeda, Nicholas J.; Rohrer, Doug; Kang, Sean H. K.; Pashler, Harold

doi:10.1007/s10648-012-9205-z

Cited by 337 publications

(259 citation statements)

References 46 publications

(56 reference statements)

Supporting

Mentioning

226

Contrasting

Unclassified

Order By: Relevance

“…It is possible that these effects may differ across a longer retention interval. The length of the retention interval has sometimes affected other memory phenomena, such as the testing effect (e.g., Coppens, Verkoeijen, & Rikers, 2011;Roediger & Karpicke, 2006a;Toppino & Cohen, 2009) and the spacing effect (e.g., Carpenter, Cepeda, Rohrer, Kang, & Pashler, 2012;Cepeda, Vul, Rohrer, Wixted, & Pashler, 2008;Rohrer & Taylor, 2006), such that these manipulations sometimes produce stronger effects after longer, as opposed to shorter, retention intervals. Previous studies on interleaving have shown significant benefits of interleaving after relatively short retention intervals of several seconds (e.g., Kornell & Bjork, 2008;Wahlheim et al, 2011) or minutes (e.g., , suggesting that reliable effects of interleaving can occur even when memory is assessed relatively soon after learning.…”

Section: Discussionmentioning

confidence: 99%

The effects of interleaving versus blocking on foreign language pronunciation learning

Carpenter

Mueller

2013

Mem Cogn

Self Cite

View full text Add to dashboard Cite

Many studies have shown that students learn better when they are given repeated exposures to different concepts in a way that is shuffled or interleaved, rather than blocked (e.g., Rohrer Educational Psychology Review, 24, 355-367, 2012). The present study explored the effects of interleaving versus blocking on learning French pronunciations. Native English speakers learned several French words that conformed to specific pronunciation rules (e.g., the long "o" sound formed by the letter combination "eau," as in bateau), and these rules were presented either in blocked fashion (bateau, carreau, fardeau . . . mouton, genou, verrou . . . tandis, verglas, admis) or in interleaved fashion (bateau, mouton, tandis, carreau, genou, verglas . . .). Blocking versus interleaving was manipulated within subjects (Experiments 1-3) or between subjects (Experiment 4), and participants' pronunciation proficiency was later tested through multiple-choice tests (Experiments 1, 2, and 4) or a recall test (Experiment 3). In all experiments, blocking benefited the learning of pronunciations more than did interleaving, and this was true whether participants learned only 4 words per rule (Experiments 1-3) or 15 words per rule (Experiment 4). Theoretical implications of these findings are discussed. Keywords Interleaving . Pronunciation learning . Discriminative contrastIn academic settings, students are often given multiple exposures to different concepts. Under typical conditions, a particular concept (e.g., conjugating foreign verbs in the present tense) is practiced over and over again before moving on to the next concept (e.g., conjugating foreign verbs in the past tense). However, recent evidence suggests that it may be more beneficial to present different concepts in an order that is shuffled and less predictable (e.g., practicing a present-tense conjugation followed by a past-tense conjugation, followed by more present-tense conjugations, etc.). For example, Rohrer and Taylor (2007) taught students to calculate the volume of 4 different types of solid figures. Students worked through practice problems in an order that was either blocked by type of figure (i.e., all problems pertaining to one type of figure were finished before the student moved on to the next type of figure) or interleaved such that the same problems appeared in an order that was shuffled and unpredictable. On a later test requiring students to calculate the volumes for similar types of figures, students scored higher if they had learned the information through interleaving, as compared with blocking.Other studies have reported benefits of interleaving on the learning of geometric concepts (e.g., Taylor & Rohrer, 2010) and algebraic rules (e.g., Mayfield & Chase, 2002). A small but growing number of studies has also reported benefits of interleaving for other types of cognitive and motor tasks as well (for reviews, see Dunlosky, Rawson, Marsh, Nathan, & Willingham, 2013;Rohrer, 2012). For example, Kornell and Bjork (2008) taught participants to classify...

show abstract

Section: Discussionmentioning

confidence: 99%

The effects of interleaving versus blocking on foreign language pronunciation learning

Carpenter

Mueller

2013

Mem Cogn

Self Cite

View full text Add to dashboard Cite

show abstract

“…Unfortunately, the evidence shows that people forget rapidly, especially during the initial period after learning (Carpenter et al, 2012). Forgetting curves document the relationship between the percent of correct information recalled and the time elapsed since the information was learned.…”

Section: Learning About Learningmentioning

confidence: 99%

Learning Better: Public Policy for Skills Development

Busso¹,

Cristia²,

Hincapié³

et al. 2017

View full text Add to dashboard Cite

This work is licensed under a Creative Commons IGO 3.0 AttributionNonCommercial-NoDerivatives (CC-IGO BY-NC-ND 3.0 IGO) license (http:// creativecommons.org/licenses/by-nc-nd/3.0/igo/legalcode) and may be reproduced with attribution to the Inter-American Development Bank (IDB) and for any non-commercial purpose. No derivative work is allowed.Any dispute related to the use of the works of the IDB that cannot be settled amicably shall be submitted to arbitration pursuant to the UNCITRAL rules. The use of the IDB's name for any purpose other than for attribution, and the use of IDB's logo shall be subject to a separate written license agreement between the IDB and the user and is not authorized as part of this CC-IGO license. Note that link provided above includes additional terms and conditions of the license.The opinions expressed in this publication are those of the authors and do not necessarily reflect the views of the Inter-American Development Bank, its Board of Directors, or the countries they represent. Preface New technologies that are fusing the physical, digital, and biological worlds are impacting all industries, countries, and individuals. This so-called Fourth Industrial Revolution will change the way we live and transform the way we work. Preparing this and future generations of workers for a fast-changing world is not only desirable, it's essential. At the Inter-American Development Bank (IDB) we know that a key ingredient to improve lives in Latin America and the Caribbean is having the right skills to face the challenges of this new era. For this reason, we dedicated the 2017 edition of our flagship publication, Development in the Americas (DIA), to studying this topic and to proposing evidence-based solutions to address this critical problem.Undoubtedly, our region will be heavily impacted by sweeping trends around the world. Artificial intelligence, automation, the Internet of Things, 3D printing, and autonomous vehicles are not science fiction anymore. They are real and available in many parts of the world and beginning to find their way to Latin America and the Caribbean. These new trends are changing our jobs and the way we work. The full impact of these changes is still unknown, but clearly there will be a fundamental transformation in the way businesses do their business and workers do their work.A phrase by Robin Chase (co-founder of Zipcar) is telling: "My father had one job in his lifetime, I will have six jobs in my lifetime, and my children will have six jobs at the same time." Not only will our work not be a 9-to-5 job, but we will also not have the same job for our entire life. The Fourth Industrial Revolution will impose continuous and fast changes that will imply new challenges.A central challenge is how to prepare the workers of today for the jobs of tomorrow. I am optimistic because one of the region's principal assets is its people's talent. But much must be done, starting with helping the many workers in the labor force today find good jobs, and stay updated on t...

show abstract

“…As early as 1885 Ebbinghaus determined that it is better to use a distributed approach with several short iterations for recalling memories, rather than trying to achieve the same result in just one long session [33]. This approach, to leave time between learning sessions, is called spacing and has proven to be more effective in comparison to a massed approach where no time is left in between learning sessions [12], [13]. This effect is especially useful in education where it can lead to better memory retention without having to invest more learning time [34].…”

Section: Spaced Learningmentioning

confidence: 99%

“…We are trying to get students to learn more frequently instead of having them try to mass their entire learning material into a couple of days before an exam. It is our aspiration that students will change their learning habit by adapting the successfully proven spaced learning approach [12], [13] which will then hopefully have a positive effect on their overall academic performance. The use of gamification will motivate participants to use our artifact, and push notification will constantly try to influence their behavior to stick to a given schedule.…”

Section: Introductionmentioning

confidence: 99%