Distributing learning over time: the spacing effect in children's acquisition and generalization of science concepts.
Distributing learning over time: the spacing effect in children's acquisition and generalization of science concepts.
复制标题
随着时间的推移分配学习：儿童习得和概括科学概念的间隔效应。
DOI：
10.1111/j.1467-8624.2012.01781.x
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发表时间：
2012
影响因子：
4.6
通讯作者：
Sandhofer,CatherineM
中科院分区：
文献类型：
--
作者：
Vlach,HaleyA;Sandhofer,CatherineM
间隔效应描述了一个强有力的发现，即当学习事件在时间上间隔开而不是立即连续呈现时，长期学习就会得到促进。对间隔效应的研究主要集中在记忆过程，而不是其他类型的学习，例如新概念的获取和概括。在这项研究中，早期小学生（5 至 7 岁；N=36）按照 3 种时间表中的一种上科学课：集中式、集中式和间隔式。结果显示，及时间隔课程可以提高简单和复杂概念的泛化性能。间隔学习时间表促进多种类型的学习，加强间隔效应对教育实践和课程的影响。
The spacing effect describes the robust finding that long‐term learning is promoted when learning events are spaced out in time rather than presented in immediate succession. Studies of the spacing effect have focused on memory processes rather than for other types of learning, such as the acquisition and generalization of new concepts. In this study, early elementary school children (5‐ to 7‐year‐olds;N=36) were presented with science lessons on 1 of 3 schedules: massed, clumped, and spaced. The results revealed that spacing lessons out in time resulted in higher generalization performance for both simple and complex concepts. Spaced learning schedules promote several types of learning, strengthening the implications of the spacing effect for educational practices and curriculum.