間隔重複
間隔重複(英語:Spaced repetition)是一種利用心理學間隔效應,通過不斷複習所學內容並逐步增加兩次複習間的時間間隔來提升效率的學習技巧。[1]
間隔重複適用於諸多學習情境,特別是學習者需要牢固記憶大量知識的情形,比如外語詞彙的學習,尤其是在目標語言的基礎詞彙數量很大的時候。
研究和應用
編輯將間隔重複應用到學習上的觀點最初見於塞西爾·阿萊克·梅斯1932的著作《學習心理學》中:「那些關於恰當分佈學習時間的發現大概是最爲重要的……對知識的複習和回顧應該反覆多次,並且逐漸增加時間間隔,比如一天、兩天、四天、八天,以此類推。」[2]
1939年,H·F·Spitzer在艾奧瓦州對36名學生進行了一項實驗,驗證了間隔重複方法的效果。這一工作起初並未引起關注,直到20世紀60年代,認知心理學家亞瑟·梅爾頓[3]、托馬斯·蘭道爾及羅伯特·A·比約克[4]再次研究了間隔時間對於複習效果的影響。大概在同一時間,皮姆斯勒語言計劃率先決定將間隔重複理論應用於語言學習。1973年,瑟巴斯坦·萊特納發明了他的「萊特納系統」——一種基於抽認卡的全功能間隔重複學習系統。
隨着20世紀80年代個人計算機的普及,基於間隔重複方法的軟件被廣泛應用於計算機輔助語言學習。通過軟件的自動發放和統計,學習者可以通過間隔重複的方法辨認數以千計的抽認卡。[5] 為了使用戶達到目標水平(例如,在任何給定時間點正確辨認90%的卡片),軟件會調整重複的時間間隔。難以辨認的詞彙經常出現,並且簡單詞彙出現頻率較低,其詞彙難度由軟件根據用戶的辨認正確率確定。
參考文獻
編輯- ^ "Human Memory: Theory and Practice", Alan D. Baddeley, 1997
- ^ Mace, C. A. Psychology of Study. 1932: ?.
- ^ Melton, A. W. (1970). The situation with respect to the spacing of repetitions and memory. Journal of Verbal Learning and Verbal Behavior, 9, 596–606.
- ^ Landauer, T. K., & Bjork, R. A. (1978). Optimum rehearsal patterns and name learning. In M. Gruneberg, P. E. Morris, & R. N. Sykes (Eds.), Practical aspects of memory (pp. 625–632). London: Academic Press.
- ^ See #Software
參見
編輯- Caple, C. (1996). "The Effects of Spaced Practice and Spaced Review on Recall and Retention Using Computer Assisted Instruction". Dissertation for the degree of Doctor of Education, North Carolina State University.[1] (頁面存檔備份,存於互聯網檔案館)
- de Boer, V. (2003, August). "Optimal Learning and the Spacing Effect: Theory, Application and Experiments based on the Memory Chain Model". Artificial Intelligence Master's Thesis for Computational Psychology, University of Amsterdam.[2] (頁面存檔備份,存於互聯網檔案館)
- Dempster, F. N. (1988). "The Spacing Effect: A Case Study in the Failure to Apply the Results of Psychological Research". American Psychologist, 43(8), 627-634.
- Greene R. L. (2008). Repetition and spacing effects. In Roediger H. L. III (Ed.), Learning and memory: A comprehensive reference. Vol. 2: Cognitive psychology of memory (pp. 65–78). Oxford: Elsevier.
- The Guardian (2016). "Spaced Repetition: A hack to make your brain learn more information". [3] (頁面存檔備份,存於互聯網檔案館)
- Karpicke, J. D., & Roediger, 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.[4]
- Kerfoot, B. P.; Baker, H. E.; Koch, M. O.; Connelly, D.; Joseph, D. B.; Ritchey, M. L. Randomized, Controlled Trial of Spaced Education to Urology Residents in the United States and Canada. The Journal of Urology. 2007, 177 (4): 1481–1487. PMID 17382760. doi:10.1016/j.juro.2006.11.074.
- Pavlik, P. I. (2005). The Microeconomics of Learning: Optimizing Paired-Associate Memory. PhD, Carnegie Mellon.
- Pavlik, P. I.; Anderson, J. R. Using a model to compute the optimal schedule of practice. Journal of Experimental Psychology. 2008, 14 (2): 101–117. PMID 18590367. doi:10.1037/1076-898X.14.2.101.
- Dr Piotr Wozniak. Effective learning: Twenty rules of formulating knowledge. Feb 1999 [2018-02-28]. (原始內容存檔於2015-11-15). — advice on making flashcards for spaced repetition.