Development and Evaluation of an Effective CAI Based on a Reacivation Theory of Spacing Effects

Mizuno(1998)正式提出并验证了间隔效应的再激活理论，该理论认为间隔效应是由记忆在再学习时的再激活引起的。然后，她构建了一个产生间隔效应的过程的详细模型，称之为再激活模型。1999年，她从该模型中推导出两个原则，以便根据个体的答案来确定最有效的可能学习空间。她通过实验证实了这些原则的有效性(Mizuno，1999a，1999b)，并在进一步的实验中证明了使用这两个原则的学习方法，称为低-第一方法，非常有效，节省时间，并且具有激励作用(Mizuno，1999c，Mizuno，2002a)。然后，她将低优先方法应用于通过互联网学习Html(Mizuno，2000a，2000b)和Java脚本(Mizuno，2000c)的计算机辅助教学系统，并在教育实践中证明了它们的有效性。2000年，Mizuno质疑为什么会出现一些…更多的e参与者在使用Low-First方法学习后，召回率并没有得到提高。她通过模拟证明了这种差异是由于工作记忆容量的个体差异(Mizuno，2000d)。然后她设计了第三个原理来处理这种工作记忆容量的差异和任务难度的差异，并在几个实验中证明了它的有效性(Mizuno，2000e，f，g)。2001年，她首次从耐用性(Mizuno，2001b)和任务难度独立性(Mizuno，2001c)的角度考察了改进后的Low-First方法的有效性。然后，她将其应用于通过互联网使用的计算机辅助教学系统，并证实了其有效性及其持久性(Mizuno，2002b)和激励效果(Mizuno，2002c)，从而完成了一种非常有效和省时的间隔学习方法、改进的Low-First方法和基于该方法的计算机辅助教学系统。较少

Mizuno ( 1998 ) formalized and verified a reactivation theory of spacing effects, which argues that spacing effects are caused by the reactivation of memory at relearning. She then constructed a detailed model of the process that generates spacing effects, calling it a reactivation model.In 1999, she derived two principles from the model in order to determine the most effective possible learning spaces on the basis of individuals' answers. She confirmed the efficiency of these principles experimentally ( Mizuno, 1999a, 1999b ), and proved in further experiments that the learning method employing the two principles, named the Low-First Method, was extremely effective, time-efficient, and motivating ( Mizuno, 1999c, Mizuno, 2002a ). Then she applied the Low-First Method to CAI systems used via the internet for learning HTML ( Mizuno, 2000a, 2000b ) and Java Script ( Mizuno, 2000c ), and proved their effectiveness in educational practice.In 2000, Mizuno questioned why it appeared that som … More e participants' recall rates had not been enhanced after learning with the Low-First Method. She proved by a simulation that this discrepancy was due to individual differences in working-memory capacity ( Mizuno, 2000d ). Then she devised a third principle to cope with such differences in working-memory capacity and also with differences in task difficulty, and proved its efficacy in several experiments ( Mizuno, 2000e, f, g ). She revised the Low-First Method by adding the third principle, applied the Modified Low-First Method to a CAI system for distance education, and proved its effectiveness in educational practice ( Mizuno, 2001a ).In 2001, she first examined the effectiveness of the Modified Low-First Method from a more practical point of view in terms of durability ( Mizuno, 2001b ) and independence of task difficulty ( Mizuno, 2001c ). She then applied it to a CAI system used via the internet and confirmed its effectiveness as well as its durability ( Mizuno, 2002b ) and motivating effect ( Mizuno, 2002c ) to complete an extremely effective and time-efficient spaced learning method, the Modified Low-First Method and a CAI system based on it. Less