THE SPACING EFFECT - A CASE-STUDY IN THE FAILURE TO APPLY THE RESULTS OF PSYCHOLOGICAL-RESEARCH
THE SPACING EFFECT - A CASE-STUDY IN THE FAILURE TO APPLY THE RESULTS OF PSYCHOLOGICAL-RESEARCH
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DOI：
10.1037/0003-066x.43.8.627
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发表时间：
1988-08-01
影响因子：
16.4
通讯作者：
DEMPSTER, FN
中科院分区：
文献类型：
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作者：
DEMPSTER, FN
间距效应似乎有相当大的潜力，以改善课堂学习，但没有证据表明其广泛的应用。我认为九个可能的障碍，在课堂上实施的研究结果，以确定其中，如果有的话，适用于间距效应。我的结论是，明显缺乏系统的应用程序可能是由于，在一定程度上，对间距效应和一定的差距，我们的理解间距效应和课堂实践的研究的非历史性。然而，由于这些问题似乎都不是特别令人沮丧，并且鉴于我们对间距效应的了解，建议在课堂上应用。（PsycINFO数据库记录（c）2016阿帕，保留所有权利）
The spacing effect would appear to have considerable potential for improving classroom learning, yet there is no evidence of its widespread application. I consider nine possible impediments to the implementation of research findings in the classroom in an effort to determine which, if any, apply to the spacing effect. I conclude that the apparent absence of systematic application may be due, in part, to the ahistorical character of research on the spacing effect and certain gaps in our understanding of both the spacing effect and classroom practice. However, because none of these concerns seems especially discouraging, and in view of what we do know about the spacing effect, classroom application is recommended.(PsycINFO Database Record (c) 2016 APA, all rights reserved)