Spaced repetition

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In the Leitner system , correctly answered cards are placed in the next box, the contents of which are queried less frequently. Incorrectly answered cards return to the first box and are therefore queried more often.

Spaced repetition ("distributed repetition") is a learning method that provides for increasing time intervals between the repetition of learned content. It uses the “spacing effect”, according to which content that is learned over a longer period of time is better retained in the memory than that which is intensively repeated over a short period of time. The technique is also known as spaced rehearsal , expanding rehearsal , graduated intervals , repetition spacing , repetition scheduling , spaced retrieval or expanded retrieval .

The method is useful in various situations. But it is mainly used to keep a large amount of learning content in the memory for a long time. It is therefore particularly suitable for learning foreign language vocabulary . With flash card software , the method can also be used for very extensive learning content.

Research and application

The learning effect of the spaced-repetition method was first described in 1932 in the monograph Psychology of Study by CA Mace: "Perhaps the most important findings are those relating to the meaningful distribution of the learning periods ... Repetitions should occur in gradually increasing intervals, for example in on the order of a day, two days, four days, eight days and so on. "

In 1939, HF Spitzer demonstrated the effectiveness of the spaced repetition method in over 3,600 sixth graders in Iowa who were learning science facts. This research went unnoticed. It was not until the 1960s that cognitive psychologists such as Melton and Landauer / Bjork investigated adjusting the repetition interval as a method of improving the retrieval of learned content. It was around this time that the Pimsleur method became known as the first practical application of the spaced-repetition theory to language learning. In 1973 Sebastian Leitner designed his " Leitner System ", an all-purpose learning system based on spaced repetition with a learning card index .

Since the 1980s, the spaced repetition method has also been implemented on computers with learning software. Such software makes it possible to manage a virtual flashcard with hundreds or thousands of cards. These are presented to the learner sooner or later, depending on how quickly or how well they reproduce the learning content.

software

The software "Anki" in use when learning Russian vocabulary

Spaced repetition software (SRS) is usually based on the flash card model: the learner first records the learning content as question-answer pairs that correspond to the front or back of a card.

When a card is queried, the software displays the question and the learner tries to play the answer. Then the learner can display the correct answer and enter how difficult they found the question to be. Based on this information and depending on the algorithm used, the software will ask the same question again either sooner or later.

The many SRS that are available (partly as proprietary, partly as free and open source software) include Anki , Brainscape, Cerego, Course Hero, Lingvist, Memrise, Mnemosyne , Pleco Software, Quizlet, Skritter, SuperMemo, Synap and WaniKani.

Algorithms

There are various algorithms for implementing spaced repetition with software , such as:

It is not clear whether the exact length of the intervals has an effect on learning success or not. Experiments in this regard yielded inconsistent results.

The language learning method that Paul Pimsleur introduced in 1967 provides for particularly short intervals between the first repetitions: 5 seconds, 25 seconds, 2 minutes, 10 minutes, 1 hour, 5 hours and so on up to two years.

Individual evidence

  1. ^ "Human Memory: Theory and Practice," Alan D. Baddeley, 1997
  2. ^ Spitzer, HF (1939). Studies in retention. Journal of Educational Psychology, 30, 641-657.
  3. ^ Melton, AW (1970). The situation with respect to the spacing of repetitions and memory. Journal of Verbal Learning and Verbal Behavior, 9, 596-606.
  4. ↑ Landauer, TK, & Bjork, RA (1978). Optimum rehearsal patterns and name learning. In M. Gruneberg, PE Morris, & RN Sykes (Eds.), Practical aspects of memory (pp. 625-632). London: Academic Press.
  5. ↑ James Gupta: Spaced repetition: a hack to make your brain store information (en-GB) . In: The Guardian , January 23, 2016. Retrieved January 30, 2019. 
  6. ^ Implementing a neural network for repetition spacing . In: www.supermemo.com . Retrieved July 15, 2017.
  7. ^ Cull, WL (2000). Untangling the benefits of multiple study opportunities and repeated testing for cued recall. Applied Cognitive Psychology, 14, 215-235.
  8. ↑ Chapter 6: Is Expanded Retrieval Practice a Superior Form of Spaced Retrieval? , A Critical Review of the Extant Literature, DAVID A. BALOTA, JANET M DUCHEK, and JESSICA M. LOGAN
  9. ^ Paul Pimsleur: A Memory Schedule . In: Blackwell Publishing (Ed.): The Modern Language Journal . 51, No. 2, February 1967, pp. 73-75. doi : 10.2307 / 321812 .

literature

  • Caple, C. (1996). "The Effects of Spaced Practice and Spaced Review on Recall and Retention Using Computer Assisted Instruction". Dissertation for the degree of Doctor of Education, North Carolina State University. [1]
  • de Boer, V. (2003, August). "Optimal Learning and the Spacing Effect: Theory, Application and Experiments based on the Memory Chain Model". Artificial Intelligence Master's Thesis for Computational Psychology, University of Amsterdam. [2]
  • Dempster, FN (1988). "The Spacing Effect: A Case Study in the Failure to Apply the Results of Psychological Research". American Psychologist, 43 (8), 627-634.
  • Greene RL (2008). Repetition and spacing effects. In Roediger HL III (Ed.), Learning and memory: A comprehensive reference. Vol. 2: Cognitive psychology of memory (pp. 65-78). Oxford: Elsevier.
  • The Guardian (2016). "Spaced Repetition: A Hack to Make Your Brain Learn More Information". [3]
  • Karpicke, JD, & Roediger, HL (2007). "Expanding Retrieval Practice Promotes Short-Term Retention, but Equally Spaced Retrieval Enhances Long-Term Retention". Journal of Experimental Psychology : Learning, Memory, and Cognition, 33 (4), 704-719. [4]
  • BP Kerfoot, HE Baker, MO Koch, D. Connelly, DB Joseph, ML Ritchey: Randomized, Controlled Trial of Spaced Education to Urology Residents in the United States and Canada . In: The Journal of Urology . 177, No. 4, 2007, pp. 1481-1487. doi : 10.1016 / j.juro.2006.11.074 . PMID 17382760 .
  • Pavlik, PI (2005). The Microeconomics of Learning: Optimizing Paired-Associate Memory . PhD, Carnegie Mellon .
  • PI Pavlik, JR Anderson: Using a model to compute the optimal schedule of practice . In: Journal of Experimental Psychology . 14, No. 2, 2008, pp. 101-117. doi : 10.1037 / 1076-898X.14.2.101 . PMID 18590367 .
  • Dr Piotr Wozniak: Effective learning: Twenty rules of formulating knowledge . February 1999. - Advice on making flashcards for spaced repetition.