Learning event scheduling - Revision history

PhilPavlik at 20:03, 12 December 2007

2007-12-12T20:03:01Z

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	It has been known since at least Ebbinghaus (1885) that the schedule of learning events influences [[long-term retention]]. [[Learning events\|Learning event]] scheduling is therefore an independent variable that can be manipulated. However, because of interactions with task domain (declarative or procedural), task type (study or test), and repetition spacing, learning event scheduling is a complex topic.		It has been known since at least Ebbinghaus (1885) that the schedule of learning events influences [[long-term retention]]. [[Learning events\|Learning event]] scheduling is therefore an independent variable that can be manipulated. However, because of interactions with task domain (declarative or procedural), task type (study or test), and repetition spacing, learning event scheduling is a complex topic.

	See also [[optimized scheduling]].		See also [[optimized scheduling]] and [[instructional schedule]].

	* Pavlik Jr., P. I., & Anderson, J. R. (2005). Practice and forgetting effects on vocabulary memory: An activation-based model of the spacing effect. Cognitive Science, 29(4), 559-586.		* Pavlik Jr., P. I., & Anderson, J. R. (2005). Practice and forgetting effects on vocabulary memory: An activation-based model of the spacing effect. Cognitive Science, 29(4), 559-586.

PhilPavlik at 20:54, 2 December 2007

2007-12-02T20:54:03Z

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	See also [[optimized scheduling]].		See also [[optimized scheduling]].

	~~See also Pavlik and Anderson (2005) and Pavlik (in press).~~

	* Pavlik Jr., P. I., & Anderson, J. R. (2005). Practice and forgetting effects on vocabulary memory: An activation-based model of the spacing effect. Cognitive Science, 29(4), 559-586.		* Pavlik Jr., P. I., & Anderson, J. R. (2005). Practice and forgetting effects on vocabulary memory: An activation-based model of the spacing effect. Cognitive Science, 29(4), 559-586.

PhilPavlik at 20:53, 2 December 2007

2007-12-02T20:53:31Z

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	* Pavlik Jr., P. I., & Anderson, J. R. (2005). Practice and forgetting effects on vocabulary memory: An activation-based model of the spacing effect. Cognitive Science, 29(4), 559-586.		* Pavlik Jr., P. I., & Anderson, J. R. (2005). Practice and forgetting effects on vocabulary memory: An activation-based model of the spacing effect. Cognitive Science, 29(4), 559-586.
	* Pavlik Jr., P. I. (~~in press~~). Understanding and applying the dynamics of test practice and study practice. Instructional Science.		* Pavlik Jr., P. I. (2006). Understanding and applying the dynamics of test practice and study practice [Electronic Version]. Instructional Science from http://dx.doi.org/10.1007/s11251-006-9013-2
			* Pavlik Jr., P. I. (2007). Timing is an order: Modeling order effects in the learning of information. In F. E., Ritter, J. Nerb, E. Lehtinen & T. O'Shea (Eds.), In order to learn: How order effects in machine learning illuminate human learning (pp. 137-150). New York: Oxford University Press.


	[[Category:Glossary]]		[[Category:Glossary]]
	[[Category:Independent Variables]]		[[Category:Independent Variables]]
	[[Category:Refinement and Fluency]]		[[Category:Refinement and Fluency]]

Koedinger at 20:59, 19 April 2007

2007-04-19T20:59:37Z

← Older revision		Revision as of 20:59, 19 April 2007
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	It has been known since at least Ebbinghaus (1885) that the schedule of learning events influences [[long-term retention]]. [[Learning event]] scheduling is therefore an independent variable that can be manipulated. However, because of interactions with task domain (declarative or procedural), task type (study or test), and repetition spacing, learning event scheduling is a complex topic.		It has been known since at least Ebbinghaus (1885) that the schedule of learning events influences [[long-term retention]]. [[Learning events\|Learning event]] scheduling is therefore an independent variable that can be manipulated. However, because of interactions with task domain (declarative or procedural), task type (study or test), and repetition spacing, learning event scheduling is a complex topic.

	See also [[optimized scheduling]].		See also [[optimized scheduling]].

Koedinger at 20:59, 19 April 2007

2007-04-19T20:59:04Z

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	It has been known since at least Ebbinghaus (1885) that the schedule of learning events influences long-term retention. Learning event scheduling is ~~therfore~~ an independent variable that can be manipulated. However, because of interactions with task domain (declarative or procedural), task type (study or test), and repetition spacing, learning event ~~schduling~~ is a complex topic~~. See Pavlik and Anderson (2005) and Pavlik (in press)~~.		It has been known since at least Ebbinghaus (1885) that the schedule of learning events influences [[long-term retention]]. [[Learning event]] scheduling is therefore an independent variable that can be manipulated. However, because of interactions with task domain (declarative or procedural), task type (study or test), and repetition spacing, learning event scheduling is a complex topic.

	Pavlik Jr., P. I., & Anderson, J. R. (2005). Practice and forgetting effects on vocabulary memory: An activation-based model of the spacing effect. Cognitive Science, 29(4), 559-586.		See also [[optimized scheduling]].
	Pavlik Jr., P. I. (in press). Understanding and applying the dynamics of test practice and study practice. Instructional Science.
			See also Pavlik and Anderson (2005) and Pavlik (in press).

			* Pavlik Jr., P. I., & Anderson, J. R. (2005). Practice and forgetting effects on vocabulary memory: An activation-based model of the spacing effect. Cognitive Science, 29(4), 559-586.
			* Pavlik Jr., P. I. (in press). Understanding and applying the dynamics of test practice and study practice. Instructional Science.

	[[Category:Glossary]]		[[Category:Glossary]]
	[[Category:Independent Variables]]		[[Category:Independent Variables]]
	[[Category:Refinement and Fluency]]		[[Category:Refinement and Fluency]]

PhilPavlik at 22:07, 29 January 2007

2007-01-29T22:07:47Z

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			It has been known since at least Ebbinghaus (1885) that the schedule of learning events influences long-term retention. Learning event scheduling is therfore an independent variable that can be manipulated. However, because of interactions with task domain (declarative or procedural), task type (study or test), and repetition spacing, learning event schduling is a complex topic. See Pavlik and Anderson (2005) and Pavlik (in press).

			Pavlik Jr., P. I., & Anderson, J. R. (2005). Practice and forgetting effects on vocabulary memory: An activation-based model of the spacing effect. Cognitive Science, 29(4), 559-586.
			Pavlik Jr., P. I. (in press). Understanding and applying the dynamics of test practice and study practice. Instructional Science.

	[[Category:Glossary]]		[[Category:Glossary]]
	[[Category:Independent Variables]]		[[Category:Independent Variables]]
	[[Category:Refinement and Fluency]]		[[Category:Refinement and Fluency]]

PhilPavlik: Scheduling moved to Learning event scheduling

2006-10-02T15:55:35Z

Scheduling moved to Learning event scheduling

← Older revision	Revision as of 15:55, 2 October 2006
(No difference)

PhilPavlik at 15:55, 2 October 2006

2006-10-02T15:55:00Z

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	[[Category:Glossary]]		[[Category:Glossary]]
			[[Category:Independent Variables]]
	[[Category:Refinement and Fluency]]		[[Category:Refinement and Fluency]]

PhilPavlik at 15:46, 2 October 2006

2006-10-02T15:46:07Z

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	[[Category:Fluency ~~and Refinement~~]]		[[Category:Refinement and Fluency]]

PhilPavlik at 15:26, 2 October 2006

2006-10-02T15:26:36Z

New page

[[Category:Glossary]]
[[Category:Fluency and Refinement]]