Difference between revisions of "Expanding spacing interval"
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| + | * Balota, D. A., Duchek, J. M., Sergent-Marshall, S. D., & Roediger III, H. L. (2006). Does Expanded Retrieval Produce Benefits Over Equal-Interval Spacing? Explorations of Spacing Effects in Healthy Aging and Early Stage Alzheimer's Disease. Psychology and Aging, 21(1), 19-31. | ||
* Cepeda, N. J., Pashler, H., Vul, E., Wixted, J. T., & Rohrer, D. (2006). Distributed Practice in Verbal Recall Tasks: A Review and Quantitative Synthesis. Psychological Bulletin, 132(3), 354-380. | * Cepeda, N. J., Pashler, H., Vul, E., Wixted, J. T., & Rohrer, D. (2006). Distributed Practice in Verbal Recall Tasks: A Review and Quantitative Synthesis. Psychological Bulletin, 132(3), 354-380. | ||
* Cull, W. L. (2000). Untangling the benefits of multiple study opportunities and repeated testing for cued recall. Applied Cognitive Psychology, 14(3), 215-235. | * Cull, W. L. (2000). Untangling the benefits of multiple study opportunities and repeated testing for cued recall. Applied Cognitive Psychology, 14(3), 215-235. | ||
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* Rea, C. P., & Modigliani, V. (1985). The effect of expanded versus massed practice on the retention of multiplication facts and spelling lists. Human Learning: Journal of Practical Research & Applications, 4(1), 11-18. | * Rea, C. P., & Modigliani, V. (1985). The effect of expanded versus massed practice on the retention of multiplication facts and spelling lists. Human Learning: Journal of Practical Research & Applications, 4(1), 11-18. | ||
* Landauer, T. K., & Bjork, R. A. (1978). Optimum rehearsal patterns and name learning. In M. M. Gruneberg, P. E. Morris & R. N. Sykes (Eds.), Practical Aspects of Memory (pp. 625-632). New York: Academic Press. | * Landauer, T. K., & Bjork, R. A. (1978). Optimum rehearsal patterns and name learning. In M. M. Gruneberg, P. E. Morris & R. N. Sykes (Eds.), Practical Aspects of Memory (pp. 625-632). New York: Academic Press. | ||
| − | + | *Pimsleur, P. (1967). A memory schedule. The Modern Language Journal, 51(2), 73-75. | |
* Pavlik Jr., P. I. (2005). The microeconomics of learning: Optimizing paired-associate memory. Dissertation Abstracts International: Section B: The Sciences and Engineering, 66(10-B), 5704. | * Pavlik Jr., P. I. (2005). The microeconomics of learning: Optimizing paired-associate memory. Dissertation Abstracts International: Section B: The Sciences and Engineering, 66(10-B), 5704. | ||
* 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. | * 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. | ||
Latest revision as of 20:01, 12 December 2007
When the temporal spacing between repetitions of a stimulus increases with each additional repetition.
- Balota, D. A., Duchek, J. M., Sergent-Marshall, S. D., & Roediger III, H. L. (2006). Does Expanded Retrieval Produce Benefits Over Equal-Interval Spacing? Explorations of Spacing Effects in Healthy Aging and Early Stage Alzheimer's Disease. Psychology and Aging, 21(1), 19-31.
- Cepeda, N. J., Pashler, H., Vul, E., Wixted, J. T., & Rohrer, D. (2006). Distributed Practice in Verbal Recall Tasks: A Review and Quantitative Synthesis. Psychological Bulletin, 132(3), 354-380.
- Cull, W. L. (2000). Untangling the benefits of multiple study opportunities and repeated testing for cued recall. Applied Cognitive Psychology, 14(3), 215-235.
- Cull, W. L., Shaughnessy, J. J., & Zechmeister, E. B. (1996). Expanding understanding of the expanding-pattern-of-retrieval mnemonic: Toward confidence in applicability. Journal of Experimental Psychology: Applied, 2(4), 365-378.
- Karpicke, J. D., & Roediger III, H. L. (2007). Expanding retrieval practice promotes short-term retention, but equally spaced retrieval enhances long-term retention. Journal of Experimental Psychology: Learning, Memory, and Cognition, 33(4), 704-719.
- Tsao, J. C. (2000). Timing of treatment and return of fear: Effects of massed, uniform, and expanding schedules on public-speaking anxiety. Dissertation Abstracts International: Section B: The Sciences & Engineering, 60(7-B), 3582.
- Rea, C. P., & Modigliani, V. (1985). The effect of expanded versus massed practice on the retention of multiplication facts and spelling lists. Human Learning: Journal of Practical Research & Applications, 4(1), 11-18.
- Landauer, T. K., & Bjork, R. A. (1978). Optimum rehearsal patterns and name learning. In M. M. Gruneberg, P. E. Morris & R. N. Sykes (Eds.), Practical Aspects of Memory (pp. 625-632). New York: Academic Press.
- Pimsleur, P. (1967). A memory schedule. The Modern Language Journal, 51(2), 73-75.
- Pavlik Jr., P. I. (2005). The microeconomics of learning: Optimizing paired-associate memory. Dissertation Abstracts International: Section B: The Sciences and Engineering, 66(10-B), 5704.
- 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.
