Making long-term memories in minutes: a spaced learning pattern from memory research in education.
Making long-term memories in minutes: a spaced learning pattern from memory research in education.
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DOI：
10.3389/fnhum.2013.00589
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发表时间：
2013
影响因子：
2.9
通讯作者：
Whatson T
中科院分区：
文献类型：
--
作者：
Kelley P;Whatson T
记忆系统从环境刺激中选择这些刺激进行永久编码。由无刺激的时间间隔隔开的重复刺激可启动长时程增强(LTP)和长时记忆(LTM)编码。这些过程在几分钟的时间尺度上发生，并在许多物种中得到了证明。本研究从LTP和LTM编码的行为学和实验室研究中，报道了使用由10分钟间隔隔开的三个重复刺激的特定定时模式。基于这一模式开发了一种技术，以测试学生是否可以在很短的时间内使用该模式将复杂信息编码成LTM。在教育背景下，刺激是高度压缩的教学时段，空间是通过10分钟的分心活动来创造的。这种形式的间隔学习被用作国家课程生物学课程的唯一教学手段，并导致了非常快速的LTM编码，这一点通过该课程的高风险测试来衡量。值得注意的是，在极大地提高学习速度的情况下，包括故意分心的学习模式产生的分数显著高于随机答案(p<；0.00001)，而实验组(间隔一小时的学习)和对照组(四个月的教学)的分数没有显著差异。因此，通过测试衡量，间隔学习组的每小时学习显著更高(p<；0.00001)。在第三种情况下，间隔学习被用来代替两次考试中的一次期末复习。结果显示，使用间隔学习的课程结果显著更高(p<；0.0005)。简要讨论了这些发现的含义和进一步研究的领域。
Memory systems select from environmental stimuli those to encode permanently. Repeated stimuli separated by timed spaces without stimuli can initiate Long-Term Potentiation (LTP) and long-term memory (LTM) encoding. These processes occur in time scales of minutes, and have been demonstrated in many species. This study reports on using a specific timed pattern of three repeated stimuli separated by 10 min spaces drawn from both behavioral and laboratory studies of LTP and LTM encoding. A technique was developed based on this pattern to test whether encoding complex information into LTM in students was possible using the pattern within a very short time scale. In an educational context, stimuli were periods of highly compressed instruction, and spaces were created through 10 min distractor activities. Spaced Learning in this form was used as the only means of instruction for a national curriculum Biology course, and led to very rapid LTM encoding as measured by the high-stakes test for the course. Remarkably, learning at a greatly increased speed and in a pattern that included deliberate distraction produced significantly higher scores than random answers (p < 0.00001) and scores were not significantly different for experimental groups (one hour spaced learning) and control groups (four months teaching). Thus learning per hour of instruction, as measured by the test, was significantly higher for the spaced learning groups (p < 0.00001). In a third condition, spaced learning was used to replace the end of course review for one of two examinations. Results showed significantly higher outcomes for the course using spaced learning (p < 0.0005). The implications of these findings and further areas for research are briefly considered.
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DOI：
10.1177/1073858410383696
发表时间：
2011-04
期刊：
The Neuroscientist : a review journal bringing neurobiology, neurology and psychiatry
影响因子：
--
作者：
Fields RD
通讯作者：
Fields RD
DOI：
10.1186/1744-9081-6-35
发表时间：
2010-07-02
期刊：
Behavioral and brain functions : BBF
影响因子：
--
作者：
Feldman LA;Shapiro ML;Nalbantoglu J
通讯作者：
Nalbantoglu J
影响因子：
2.4
作者：
Carpenter, Shana K.;Pashler, Harold;Cepeda, Nicholas J.
通讯作者：
Cepeda, Nicholas J.
影响因子：
2.8
作者：
Beyaert, Lisa;Greggers, Uwe;Menzel, Randolf
通讯作者：
Menzel, Randolf
影响因子：
16.4
作者：
DEMPSTER, FN
通讯作者：
DEMPSTER, FN