THE EFFECT OF SPACED REPETITION ON MEANINGFUL RETENTION
THE EFFECT OF SPACED REPETITION ON MEANINGFUL RETENTION
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DOI：
10.1080/00221309.1965.9711263
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发表时间：
1965-01-01
影响因子：
2.5
通讯作者：
YOUSSEF, M
中科院分区：
文献类型：
--
作者：
AUSUBEL, DP;YOUSSEF, M
This study is concerned with the effect of spaced repetition on the meaningful retention of connected discourse. It seeks to ascertain whether or not such repetition enhances substantive retention of an unfamiliar learning passage as manifested by greater ability, 48 hours after original learning, to answer multiple-choice questions that test clear and precise understanding of the material. In studying for a forthcoming objective examination, for example, does a student profit from a spaced rereading of his lecture notes or of the textbook material?Partly because of the authority of Thorndike's view that frequency per se has little effect on learning (6, 7), we have little objective evidence bearing on this problem despite its obvious importance for classroom learning and students' study practices. Previous studies (I, 2, 3, 4, 5) have shown that repetition or overlearning increases delayed retention of meaningful connected discourse. In studies by Ebbinghaus (1) and Slamecka'(S), however, verbatim serial recall of the material was demanded. And in studies by Gilbert (2) and Peterson et al.(4) nonserial verbatim recall of discrete units was required. These four studies, therefore, combined meaningful retention with rote retention of meaningful material and used a recall criterion rather than a recognition criterion of memory. The Ebbinghaus, Gilbert, Slamecka, and McTavish studies, furthermore, employed massed or consecutive rather than spaced repetition. McTavish (3) studied the effect of repetition on substantive recognition memory, but the learning material was presented by means of an instructional film.
