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The spacing effect demonstrates that learning is more effective when study sessions are spaced out. This effect shows that more information is encoded into long-term memory by spaced study sessions, also known as spaced repetition or spaced presentation, than by massed presentation ("cramming").
Distributed practice (also known as spaced repetition, the spacing effect, or spaced practice) is a learning strategy, where practice is broken up into a number of short sessions over a longer period of time.
Spaced repetition is typically studied through the use of memorizing facts. Traditionally speaking, it has not been applied to fields that required some manipulation or thought beyond simple factual/semantic information. A more recent study has shown that spaced repetition can benefit tasks such as solving math problems.
Rehearsal in educational psychology refers to the "cognitive process in which information is repeated over and over as a possible way of learning and remembering it". [1] There are two types of memory rehearsal. The first type is called maintenance rehearsal.
These include student recall, review and summary, and manual drill and physical applications. All of these serve to create learning habits. The instructor must repeat important items of subject matter at reasonable intervals , and provide opportunities for students to practice while making sure that this process is directed toward a goal .
In a literature review, researchers proposed a hypothesis that "Information entering working memory from the visual external world is processed by structures in the parietal and temporal lobes specialized for perceptual processing". [3] Maintenance rehearsal has the potential to assist in long-term memory in certain situations.
Rote learning is a memorization technique based on repetition. The method rests on the premise that the recall of repeated material becomes faster the more one repeats it. Some of the alternatives to rote learning include meaningful learning, associative learning, spaced repetition and active learning.
This has been addressed in the literature with studies that show complex learning is benefitted by retrieval practice. [129] Further research has demonstrated that higher-order retrieval does not need to be based on a lower-level factual recall, and that from the beginning of the learning period, both should be combined for best effect.