Linked Life Data

19076480

Source:http://linkedlifedata.com/resource/pubmed/id/19076480

Statements in which the resource exists as a subject.
PredicateObject
rdf:type
lifeskim:mentions
pubmed:issue
11
pubmed:dateCreated
2008-12-16
pubmed:abstractText
To achieve enduring retention, people must usually study information on multiple occasions. How does the timing of study events affect retention? Prior research has examined this issue only in a spotty fashion, usually with very short time intervals. In a study aimed at characterizing spacing effects over significant durations, more than 1,350 individuals were taught a set of facts and--after a gap of up to 3.5 months--given a review. A final test was administered at a further delay of up to 1 year. At any given test delay, an increase in the interstudy gap at first increased, and then gradually reduced, final test performance. The optimal gap increased as test delay increased. However, when measured as a proportion of test delay, the optimal gap declined from about 20 to 40% of a 1-week test delay to about 5 to 10% of a 1-year test delay. The interaction of gap and test delay implies that many educational practices are highly inefficient.
pubmed:grant
pubmed:language
eng
pubmed:journal
pubmed:citationSubset
IM
pubmed:status
MEDLINE
pubmed:month
Nov
pubmed:issn
1467-9280
pubmed:author
pubmed:issnType
Electronic
pubmed:volume
19
pubmed:owner
NLM
pubmed:authorsComplete
Y
pubmed:pagination
1095-102
pubmed:dateRevised
2011-9-26
pubmed:meshHeading
pubmed:year
2008
pubmed:articleTitle
Spacing effects in learning: a temporal ridgeline of optimal retention.
pubmed:affiliation
York University.
pubmed:publicationType
Journal Article, Research Support, U.S. Gov't, Non-P.H.S.