The effects of overlearning and distributed practise on the retention of mathematics knowledge
The effects of overlearning and distributed practise on the retention of mathematics knowledge
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DOI：
10.1002/acp.1266
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发表时间：
2006-12-01
影响因子：
2.4
通讯作者：
Taylor, Kelli
中科院分区：
文献类型：
--
作者：
Rohrer, Doug;Taylor, Kelli
在两个实验中，216名大学生在完成各种练习计划之一之前学习解决一类数学问题。在实验1中，学生们要么在一次会议上集中10个问题，要么将这10个问题分散在两次会议上，间隔1周。分布式练习的好处是零的学生谁测试1周后，但非常大的学生测试4周后。在实验2中，学生在一个会话中完成三个或九个练习问题。额外的六个问题构成了一种被称为过度学习的策略，但这种额外的努力对1周或4周后的考试成绩没有影响。因此，长期保持率受到分布式练习的促进，而不受过度学习的影响。不幸的是，大多数数学教科书依赖于一种强调过度学习和最小化分散练习的格式。一个容易采用的替代格式是提倡的。版权所有（c）2006约翰威利父子有限公司。
In two experiments, 216 college students learned to solve one kind of mathematics problem before completing one of various practise schedules. In Experiment 1, students either massed 10 problems in a single session ordistributed these 10 problems across two sessions separated by 1 week. The benefit of distributed practise was nil among students who were tested 1 week later but extremely large among students tested 4 weeks later. In Experiment 2, students completed three or nine practise problems in one session. The additional six problems constituted a strategy known as overlearning, but this extra effort had no effect on test scores I or 4 weeks later. Thus, long-term retention was boosted by distributed practise and unaffected by overlearning. Unfortunately, most mathematics textbooks rely on a format that emphasises overlearning and minimises distributed practise. An easily adopted alternative format is advocated. Copyright (c) 2006 John Wiley & Sons, Ltd.