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Lisa K Son - One of the best experts on this subject based on the ideXlab platform.
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metacognitive control and the Spacing Effect
Journal of Experimental Psychology: Learning Memory and Cognition, 2010Co-Authors: Lisa K SonAbstract:This study investigates whether the use of a Spacing strategy absolutely improves final performance, even when the learner had chosen, metacognitively, to mass. After making judgments of learning, adult and child participants chose to mass or space their study of word pairs. However, 1/3 of their choices were dishonored. That is, they were forced to mass after having chosen to space and forced to space after having chosen to mass. Results showed that the Spacing Effect obtained for both adults and children when choices were honored. However, using a Spacing strategy when it was in disagreement with the participant's own choice, or forced, did not enhance performance for the adults (Experiment 1). And although performance was enhanced for the children (beyond massing strategies), it was not as good as when the Spacing decisions were self-chosen (Experiment 2). The data suggest that although Spacing is an Effective strategy for learning, it is not universal, particularly when the strategy is not chosen by the learner. In short, metacognitive control is often crucial and should be honored. (PsycINFO Database Record (c) 2009 APA, all rights reserved).
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Spacing one s study evidence for a metacognitive control strategy
Journal of Experimental Psychology: Learning Memory and Cognition, 2004Co-Authors: Lisa K SonAbstract:This article investigated individual control of Spacing strategies during study. Three predictions were outlined: The Spacing hypothesis suggests that people choose to space their study to improve long-term learning via the Spacing Effect. The massing hypothesis suggests that people choose to mass their study because of illusions of confidence during study. The metacognitive hypothesis suggests that people control their Spacing schedules as a function of their metacognitive judgments of specific to-be-learned items. To test these hypotheses, the authors asked participants to study and make judgments of learning for cue-target pairs. Then, participants were given three choices; they could study the pair again immediately (massed), study the pair again after the entire list had been presented (spaced), or choose not to restudy (done). Results supported a metacognitively controlled Spacing strategy-people spaced items that were judged to be relatively easy but massed items that were judged as relatively difficult.
Polanco-reyes L - One of the best experts on this subject based on the ideXlab platform.
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Lactational amenorrhea as a family planning method
Salud Publica De Mexico, 1996Co-Authors: Canto-de Cetina T, Polanco-reyes LAbstract:The contraceptive Effects of breast feeding still play an important role in child Spacing in developing countries; however its use as a method of family planning was untested until 1988 when an international group of researchers met in Bellagio and reached a consensus statement that reads "The maximum birth Spacing Effect of breast feeding is achieved when mothers fully or nearly fully breastfeed and remain amenorrheic (and no menstrual bleeding has occurred before the 56th postpartum day). When these two conditions are present breast feeding provides more than 98% of protection in the first six months. That became the basis for a method of family planning called lactational amenorrhea method (LAM). This is a new introductory family planning method that simultaneously promotes child Spacing and breast feeding with its optimal nutrition and disease prevention benefits for the infant. It is based on the natural infertility caused by the hormonal suppression of ovulation. (authors) (summaries in ENG SPA)
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Lactational amenorrhea as a method of family planning
Salud publica de Mexico, 1996Co-Authors: Canto-de Cetina T, Polanco-reyes LAbstract:The contraceptive Effects of breast-feeding still play an important role in child Spacing in developing countries; however, its use as a method of family planning was untested until 1988, when an international group of researchers met in Bellagio and reached a consensus statement that reads "The maximum birth Spacing Effect of breast-feeding is achieved when mothers fully or nearly fully breast-feed and remain amenorrheic (and no menstrual bleeding has occurred before the 56th postpartum day). When these two conditions are present, breast-feeding provides more than 98% of protection in the first six months. That became the basis for a method of family planning called the lactational amenorrhea method (LAM). Which is a new introductory family planning method that simultaneously promotes child Spacing and breast-feeding, with its optimal nutrition and disease preventive benefits for the infant. This method is based on the natural infertility caused by the hormonal suppression of ovulation.
John R Anderson - One of the best experts on this subject based on the ideXlab platform.
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using a model to compute the optimal schedule of practice
Journal of Experimental Psychology: Applied, 2008Co-Authors: Philip I Pavlik, John R AndersonAbstract:: By balancing the Spacing Effect against the Effects of recency and frequency, this paper explains how practice may be scheduled to maximize learning and retention. In an experiment, an optimized condition using an algorithm determined with this method was compared with other conditions. The optimized condition showed significant benefits with large Effect sizes for both improved recall and recall latency. The optimization method achieved these benefits by using a modeling approach to develop a quantitative algorithm, which dynamically maximizes learning by determining for each item when the balance between increasing temporal Spacing (that causes better long-term recall) and decreasing temporal Spacing (that reduces the failure related time cost of each practice) means that the item is at the Spacing interval where long-term gain per unit of practice time is maximal. As practice repetitions accumulate for each item, items become stable in memory and this optimal interval increases.
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practice and forgetting Effects on vocabulary memory an activation based model of the Spacing Effect
Cognitive Science, 2005Co-Authors: Philip I Pavlik, John R AndersonAbstract:An experiment was performed to investigate the Effects of practice and Spacing on retention of Japanese–English vocabulary paired associates. The relative benefit of Spacing increased with increased practice and with longer retention intervals. Data were fitted with an activation-based memory model, which proposes that each time an item is practiced it receives an increment of strength but that these increments decay as a power function of time. The rate of decay for each presentation depended on the activation at the time of the presentation. This mechanism limits long-term benefits from further practice at higher levels of activation and produces the Spacing Effect and its observed interactions with practice and retention interval. The model was compared with another model of the Spacing Effect (Raaijmakers, 2003) and was fit to some results from the literature on Spacing and memory.
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practice and forgetting Effects on vocabulary memory an activation based model of the Spacing Effect
Cognitive Science, 2005Co-Authors: Philip I Pavlik, John R AndersonAbstract:An experiment was performed to investigate the Effects of practice and Spacing on retention of Japanese-English vocabulary paired associates. The relative benefit of Spacing increased with increased practice and with longer retention intervals. Data were fitted with an activation-based memory model, which proposes that each time an item is practiced it receives an increment of strength but that these increments decay as a power function of time. The rate of decay for each presentation depended on the activation at the time of the presentation. This mechanism limits long-term benefits from further practice at higher levels of activation and produces the Spacing Effect and its observed interactions with practice and retention interval. The model was compared with another model of the Spacing Effect (Raaijmakers, 2003) and was fit to some results from the literature on Spacing and memory.
Michael L Ritchey - One of the best experts on this subject based on the ideXlab platform.
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online spaced education generates transfer and improves long term retention of diagnostic skills a randomized controlled trial
Journal of The American College of Surgeons, 2010Co-Authors: Price B Kerfoot, Donna Connelly, Harley Baker, Michael L Ritchey, Elizabeth M GenegaAbstract:Background Retention of learning from surgical training is often limited, especially if the knowledge and skills are used infrequently. Using histopathology diagnostic skills as an experimental system, we compared knowledge transfer and retention between bolus Web-based teaching (WBT) modules and online spaced education, a novel email-based method of online education founded on the Spacing Effect. Study Design All US urology residents were eligible to participate. Enrollees were randomized to 1 of 2 cohorts. Cohort 1 residents received 3 cycles/repetitions of spaced education on prostate-testis histopathology (weeks 1 to 16) and 3 WBT modules on bladder-kidney (weeks 14 to 16). Cohort 2 residents received 3 cycles of spaced education on bladder-kidney (weeks 1 to 16) and 3 WBT modules on prostate-testis (weeks 14 to 16). Each daily spaced education email presented a clinical scenario with histopathology image and asked for a diagnosis. Participants received immediate feedback after submitting their answers. Each cycle/repetition was 4 weeks long and consisted of 20 questions with unique images. WBT used the identical content and delivery system, with questions aggregated into three 20-question modules. Long-term retention of all 4 topics was assessed during weeks 18 to 45. Results Seven-hundred and twenty-four urology residents enrolled. Spaced education and WBT were completed by 77% and 66% of residents, respectively. Spaced education and WBT generated mean long-term score increases of 15.2% (SD 15.3%) and 3.4% (SD 16.3%), respectively (p Conclusions Online spaced education generates transfer of histopathology diagnostic skills and substantially improves their long-term retention. Additional research is needed to determine how spaced education can optimize learning, transfer, and retention of surgical skills.
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randomized controlled trial of spaced education to urology residents in the united states and canada
The Journal of Urology, 2007Co-Authors: Price B Kerfoot, Donna Connelly, Michael O Koch, Harley Baker, David B. Joseph, Michael L RitcheyAbstract:Purpose: We investigated whether an online educational program based on Spacing Effect principles could significantly improve the acquisition and retention of medical knowledge.Materials and Methods: In this randomized, controlled trial involving urology residents in the United States and Canada participants randomized to cohort 1 (bolus education) were e-mailed a validated set of 96 study questions on 4 urology topic areas in June 2005. Residents in cohort 2 (spaced education) were sent daily educational e-mails during 27 weeks (June to December 2005), each of which contained 1 or 2 study questions presented in a repeating, spaced pattern. In November 2005 participants completed the Urology In-Service Examination. Participants were also randomized to 1 of 5 outcome cohorts, which completed a 32-item online test at staggered time points (1 to 14 weeks) after completion of the spaced education program.Results: Of 537 participants 400 (74%) completed the online staggered tests and 515 (96%) completed the In...
Price B Kerfoot - One of the best experts on this subject based on the ideXlab platform.
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online spaced education generates transfer and improves long term retention of diagnostic skills a randomized controlled trial
Journal of The American College of Surgeons, 2010Co-Authors: Price B Kerfoot, Donna Connelly, Harley Baker, Michael L Ritchey, Elizabeth M GenegaAbstract:Background Retention of learning from surgical training is often limited, especially if the knowledge and skills are used infrequently. Using histopathology diagnostic skills as an experimental system, we compared knowledge transfer and retention between bolus Web-based teaching (WBT) modules and online spaced education, a novel email-based method of online education founded on the Spacing Effect. Study Design All US urology residents were eligible to participate. Enrollees were randomized to 1 of 2 cohorts. Cohort 1 residents received 3 cycles/repetitions of spaced education on prostate-testis histopathology (weeks 1 to 16) and 3 WBT modules on bladder-kidney (weeks 14 to 16). Cohort 2 residents received 3 cycles of spaced education on bladder-kidney (weeks 1 to 16) and 3 WBT modules on prostate-testis (weeks 14 to 16). Each daily spaced education email presented a clinical scenario with histopathology image and asked for a diagnosis. Participants received immediate feedback after submitting their answers. Each cycle/repetition was 4 weeks long and consisted of 20 questions with unique images. WBT used the identical content and delivery system, with questions aggregated into three 20-question modules. Long-term retention of all 4 topics was assessed during weeks 18 to 45. Results Seven-hundred and twenty-four urology residents enrolled. Spaced education and WBT were completed by 77% and 66% of residents, respectively. Spaced education and WBT generated mean long-term score increases of 15.2% (SD 15.3%) and 3.4% (SD 16.3%), respectively (p Conclusions Online spaced education generates transfer of histopathology diagnostic skills and substantially improves their long-term retention. Additional research is needed to determine how spaced education can optimize learning, transfer, and retention of surgical skills.
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randomized controlled trial of spaced education to urology residents in the united states and canada
The Journal of Urology, 2007Co-Authors: Price B Kerfoot, Donna Connelly, Michael O Koch, Harley Baker, David B. Joseph, Michael L RitcheyAbstract:Purpose: We investigated whether an online educational program based on Spacing Effect principles could significantly improve the acquisition and retention of medical knowledge.Materials and Methods: In this randomized, controlled trial involving urology residents in the United States and Canada participants randomized to cohort 1 (bolus education) were e-mailed a validated set of 96 study questions on 4 urology topic areas in June 2005. Residents in cohort 2 (spaced education) were sent daily educational e-mails during 27 weeks (June to December 2005), each of which contained 1 or 2 study questions presented in a repeating, spaced pattern. In November 2005 participants completed the Urology In-Service Examination. Participants were also randomized to 1 of 5 outcome cohorts, which completed a 32-item online test at staggered time points (1 to 14 weeks) after completion of the spaced education program.Results: Of 537 participants 400 (74%) completed the online staggered tests and 515 (96%) completed the In...
