Student Instruction Should Be Distributed Over Long Time Periods.
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| Title: | Student Instruction Should Be Distributed Over Long Time Periods. |
|---|---|
| Authors: | Rohrer, Doug |
| Source: | Educational Psychology Review. Dec2015, Vol. 27 Issue 4, p635-643. 9p. 1 Diagram, 1 Chart, 1 Graph. |
| Subjects: | Psychology of students, Learning, Foreign language education, Data analysis, Curriculum |
| Abstract: | In many academic courses, students encounter a particular fact or concept many times over a period of a few weeks and then do not see it again during the remainder of the course. Are these brief instructional periods sufficient, or should the same amount of instruction be distributed over longer periods of time? This question was the focus of several recent studies in which a fixed amount of instruction was distributed over time periods of varying duration and followed by a delayed posttest. With few exceptions, the results showed that longer instructional periods produced greater posttest scores if the posttest was delayed by at least a month or so. Notably, the search criteria for this review excluded several oft-cited studies favoring short foreign language courses over longer ones, but a closer look at these studies reveals limitations (e.g., no delayed posttest or confounding variables). In brief, the best reading of the data is that long-term learning is best achieved when the exposures to a concept are distributed over time periods that are longer rather than shorter. [ABSTRACT FROM AUTHOR] |
| Copyright of Educational Psychology Review is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: pbh DbLabel: Psychology and Behavioral Sciences Collection An: 111242177 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Student Instruction Should Be Distributed Over Long Time Periods. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Rohrer%2C+Doug%22">Rohrer, Doug</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Educational+Psychology+Review%22">Educational Psychology Review</searchLink>. Dec2015, Vol. 27 Issue 4, p635-643. 9p. 1 Diagram, 1 Chart, 1 Graph. – Name: Subject Label: Subjects Group: Su Data: <searchLink fieldCode="DE" term="%22Psychology+of+students%22">Psychology of students</searchLink><br /><searchLink fieldCode="DE" term="%22Learning%22">Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+language+education%22">Foreign language education</searchLink><br /><searchLink fieldCode="DE" term="%22Data+analysis%22">Data analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Curriculum%22">Curriculum</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: In many academic courses, students encounter a particular fact or concept many times over a period of a few weeks and then do not see it again during the remainder of the course. Are these brief instructional periods sufficient, or should the same amount of instruction be distributed over longer periods of time? This question was the focus of several recent studies in which a fixed amount of instruction was distributed over time periods of varying duration and followed by a delayed posttest. With few exceptions, the results showed that longer instructional periods produced greater posttest scores if the posttest was delayed by at least a month or so. Notably, the search criteria for this review excluded several oft-cited studies favoring short foreign language courses over longer ones, but a closer look at these studies reveals limitations (e.g., no delayed posttest or confounding variables). In brief, the best reading of the data is that long-term learning is best achieved when the exposures to a concept are distributed over time periods that are longer rather than shorter. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Educational Psychology Review is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=111242177 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s10648-015-9332-4 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 9 StartPage: 635 Subjects: – SubjectFull: Psychology of students Type: general – SubjectFull: Learning Type: general – SubjectFull: Foreign language education Type: general – SubjectFull: Data analysis Type: general – SubjectFull: Curriculum Type: general Titles: – TitleFull: Student Instruction Should Be Distributed Over Long Time Periods. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Rohrer, Doug IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 12 Text: Dec2015 Type: published Y: 2015 Identifiers: – Type: issn-print Value: 1040726X Numbering: – Type: volume Value: 27 – Type: issue Value: 4 Titles: – TitleFull: Educational Psychology Review Type: main |
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