Spacing as the Friend of Both Memory and Induction in Young and Older Adults
Spacing as the Friend of Both Memory and Induction in Young and Older Adults
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DOI：
10.1037/a0017807
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发表时间：
2010-06-01
影响因子：
3.7
通讯作者：
Bjork, Robert A.
中科院分区：
文献类型：
--
作者：
Kornell, Nate;Castel, Alan D.;Bjork, Robert A.
我们比较了间隔练习和集中练习对年轻人和老年人学习视觉复杂绘画的能力的影响。当我们反复研究和测试每一位艺术家的一幅画作时（重复），我们预期会有间距优势，但当我们研究和测试每一位艺术家的多幅不同画作时（归纳），我们可能会有群体优势，特别是对老年人。我们惊讶地发现，间隔促进了年轻人和老年人的归纳和重复学习，尽管参与者认为聚集优于归纳学习的间隔上级。因此，任何年龄段的挑战性学习者似乎对记忆和归纳都有非直觉的好处。
We compared the effects of spaced versus massed practice on young and older adults' ability to learn visually complex paintings. We expected a spacing advantage when 1 painting per artist was studied repeatedly and tested (repetition) but perhaps a massing advantage, especially for older adults, when multiple different paintings by each artist were studied and tested (induction). We were surprised to find that spacing facilitated both inductive and repetition learning by both young and older adults, even though the participants rated massing superior to spacing for inductive learning. Thus, challenging learners of any age appears to have unintuitive benefits for both memory and induction.