Difference between revisions of "Learning event scheduling"

From LearnLab
Jump to: navigation, search
 
(3 intermediate revisions by 2 users not shown)
Line 1: Line 1:
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]] and [[instructional schedule]].
  
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. (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.
  
* 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]]

Latest revision as of 20:03, 12 December 2007

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.

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. (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.