An Open and Social Spaced Repetition System for Language Learning
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A Queueing-Theoretic Foundation for Optimal Spaced Repetition
A Queueing-Theoretic Foundation for Optimal Spaced Repetition Siddharth Reddy [email protected] Department of Computer Science, Cornell University, Ithaca, NY 14850 Igor Labutov [email protected] Department of Electrical and Computer Engineering, Cornell University, Ithaca, NY 14850 Siddhartha Banerjee [email protected] School of Operations Research and Information Engineering, Cornell University, Ithaca, NY 14850 Thorsten Joachims [email protected] Department of Computer Science, Cornell University, Ithaca, NY 14850 1. Extended Abstract way back to 1885 and the pioneering work of Ebbinghaus (Ebbinghaus, 1913), identify two critical variables that de- In the study of human learning, there is broad evidence that termine the probability of recalling an item: reinforcement, our ability to retain a piece of information improves with i.e., repeated exposure to the item, and delay, i.e., time repeated exposure, and that it decays with delay since the since the item was last reviewed. Accordingly, scientists last exposure. This plays a crucial role in the design of ed- have long been proponents of the spacing effect for learn- ucational software, leading to a trade-off between teaching ing: the phenomenon in which periodic, spaced review of new material and reviewing what has already been taught. content improves long-term retention. A common way to balance this trade-off is spaced repe- tition, which uses periodic review of content to improve A significant development in recent years has been a grow- long-term retention. Though spaced repetition is widely ing body of work that attempts to ‘engineer’ the process used in practice, e.g., in electronic flashcard software, there of human learning, creating tools that enhance the learning is little formal understanding of the design of these sys- process by building on the scientific understanding of hu- tems. -
Benefits of Immediate Repetition Versus Long Study Presentation On
Neuropsychology In the public domain 2010, Vol. 24, No. 4, 457–464 DOI: 10.1037/a0018625 Benefits of Immediate Repetition Versus Long Study Presentation on Memory in Amnesia Mieke Verfaellie and Karen F. LaRocque Suparna Rajaram Memory Disorders Research Center, VA Boston Healthcare Stony Brook University System, and Boston University School of Medicine Objective: This study aimed to resolve discrepant findings in the literature regarding the effects of massed repetition and a single long study presentation on memory in amnesia. Method: Experiment 1 assessed recognition memory in 9 amnesic patients and 18 controls following presentation of a study list that contained items shown for a single short study presentation, a single long study presentation, and three massed repetitions. In Experiment 2, the same encoding conditions were presented in a blocked rather than intermixed format to all participants from Experiment 1. Results: In Experiment 1, control participants showed benefits associated with both types of extended exposure, and massed repetition was more beneficial than long study presentation, F(2, 34) ϭ 14.03, p Ͻ .001, partial 2 ϭ .45. In contrast, amnesic participants failed to show benefits of either type of extended exposure, F Ͻ 1. In Experiment 2, both groups benefited from repetition, but did so in different ways, F(2, 50) ϭ 4.80, p ϭ .012, partial 2 ϭ .16. Amnesic patients showed significant and equivalent benefit associated with both types of extended exposure, F(2, 16) ϭ 5.58, p ϭ .015, partial 2 ϭ .41, but control participants again benefited more from massed repetition than from long study presentation, F(2, 34) ϭ 23.74, p Ͻ .001, partial 2 ϭ .58. -
An Evidence-Based Guide for Medical Students: How to Optimize the Use of Expanded-Retrieval Platforms
Open Access Review Article DOI: 10.7759/cureus.10372 An Evidence-Based Guide for Medical Students: How to Optimize the Use of Expanded-Retrieval Platforms Cyrus A. Pumilia 1 , Spencer Lessans 1 , David Harris 2 1. Medicine, University of Central Florida College of Medicine, Orlando, USA 2. Medical Education, University of Central Florida College of Medicine, Orlando, USA Corresponding author: Spencer Lessans, [email protected] Abstract Recommendations have been made for improving medical education based on the available evidence regarding learning. Traditional learning methods in medical education (e.g. reading from textbooks) do not ensure long-term retention. However, expanded-retrieval studying methods have been shown to improve studying efficiency. Using evidence-based practices to optimize an expanded-retrieval platform has the potential to greatly benefit knowledge acquisition and retention for medical students. This literature review was conducted to identify the best practices of expanded-retrieval platforms. Themes within learning that promote knowledge gain and retention include presentation of related categorical information, schema formation, dual-coding, concrete examples, elaboration, changes in text appearance, and interleaving. Presentation of related categorical material together may mitigate retrieval- induced forgetting (RIF). Spaced retrieval helps to reinforce schema formation by solidifying the framework the individual students form when learning the material. Dual-coding improves learning by creating more neural pathways. Multiple concrete examples can be compared by students to see their respective differences, highlighting the true underlying principle. Variation in text appearance is most useful during the initial, short-term inter-study intervals. Interleaving is a theme where different topics are combined in the same study session and is unpopular with students but shown to be successful. -
Universidad De Almería
UNIVERSIDAD DE ALMERÍA MÁSTER EN PROFESORADO DE EDUCACIÓN SECUNDARIA OBLIGATORIA Y BACHILLERATO, FORMACIÓN PROFESIONAL Y ENSEÑANZA DE IDIOMAS ESPECIALIDAD EN LENGUA INGLESA Curso Académico: 2015/2016 Convocatoria: Junio Trabajo Fin de Máster: Spaced Retrieval Practice Applied to Vocabulary Learning in Secondary Education Autor: Héctor Daniel León Romero Tutora: Susana Nicolás Román ABSTRACT Spaced retrieval practice is a learning technique which has been long studied (Ebbinghaus, 1885/1913; Gates, 1917) and long forgotten at the same time in education. It is based on the spacing and the testing effects. In recent reviews, spacing and retrieving practices have been highly recommended as there is ample evidence of their long-term retention benefits, even in educational contexts (Dunlosky, Rawson, Marsh, Nathan & Willingham, 2013). An experiment in a real secondary education classroom was conducted in order to show spaced retrieval practice effects in retention and student’s motivation. Results confirm the evidence, spaced retrieval practice showed higher long-term retention (26 days since first study session) of English vocabulary words compared to massed practice. Also, student’s motivation remained high at the end of the experiment. There is enough evidence to suggest educational institutions should promote the use of spaced retrieval practice in classrooms. RESUMEN La recuperación espaciada es una técnica de aprendizaje que se lleva estudiando desde hace muchos años (Ebbinghaus, 1885/1913; Gates, 1917) y que al mismo tiempo ha permanecido como una gran olvidada en los sistemas educativos. Se basa en los efectos que producen el repaso espaciado y el uso de test. En recientes revisiones de la literatura se promueve encarecidamente el uso de estas prácticas, ya que aumentan la retención de recuerdos en la memoria a largo plazo, incluso en contextos educativos (Dunlosky, Rawson, Marsh, Nathan & Willingham, 2013). -
The Spaced Interval Repetition Technique
The Spaced Interval Repetition Technique What is it? The Spaced Interval Repetition (SIR) technique is a memorization technique largely developed in the 1960’s and is a phenomenal way of learning information very efficiently that almost nobody knows about. It is based on the landmark research in memory conducted by famous psychologist, Hermann Ebbinghaus in the late 19th century. Ebbinghaus discovered that when we learn new information, we actually forget it very quickly (within a matter of minutes and hours) and the more time that passes, the more likely we are to forget it (unless it is presented to us again). This is why “cramming” for the test does not allow you to learn/remember everything for the test (and why you don’t remember any of it a week later). SIR software, notably first developed by Piotr A. Woźniak is available to help you learn information like a superhero and even retain it for the rest of your life. The SIR technique can be applied to any kind of learning, but arguably works best when learning discrete pieces of information like dates, definitions, vocabulary, formulas, etc. Why does it work? Memory is a fickle creature. For most people, to really learn something, we need to rehearse it several times; this is how information gets from short‐term memory to long‐ term memory. Research tells us that the best time to rehearse something (like those formulas for your statistics class) is right before you are about to forget it. Obviously, it is very difficult for us to know when we are about to forget an important piece of information. -
How to Memorize and Retain Vocabulary Effectively Using Spaced Repetition Software, Even If There Are Scarce Resources for Your Language
How to memorize and retain vocabulary effectively using spaced repetition software, even if there are scarce resources for your language Jed Meltzer, Ph.D. Rotman Research Institute, Baycrest University of Toronto Elements of language learning Social interaction Instruction Drilling, repetition Language learning balance All teacher-driven: costly, limited availability, Travel difficulties, physical distancing Limited opportunity to study at your own pace. All drilling: hard to stay focused. Hard to choose appropriate exercises Easy to waste time on non-helpful drills Vocabulary size • Highly correlated with overall language knowledge • Relates to standardized proficiency levels • Can be tracked very accurately if you start from the beginning of your language learning journey. Estimated vocabulary size for CEFR • A1 <1500 • A2 1500–2500 • B1 2750–3250 • B2 3250–3750 • C1 3750–4500 • C2 4500–5000 Estimates of vocabulary size needed Robert Bjork on learning: • "You can't escape memorization," he says. "There is an initial process of learning the names of things. That's a stage we all go through. It's all the more important to go through it rapidly." The human brain is a marvel of associative processing, but in order to make associations, data must be loaded into memory. Want to Remember Everything You'll Ever Learn? Surrender to This Algorithm Wired magazine, April 21, 2008 Vocab lists • Provide structure to courses, whether in university, community, online. • Provide opportunity to catch up if you miss a class or start late. • Help to make grammar explanations understandable – much easier to follow if you know the words in the examples. Spaced repetition Leitner Box Flashcard apps Anki Popular apps • Anki – favourite of super language nerds – open-source, non-commercial – free on computer and android, $25 lifetime iPhone • Memrise – similar to Anki, slicker, more user-friendly, – paid and free versions. -
Learning Efficiency Correlates of Using Supermemo with Specially Crafted Flashcards in Medical Scholarship
Learning efficiency correlates of using SuperMemo with specially crafted Flashcards in medical scholarship. Authors: Jacopo Michettoni, Alexis Pujo, Daniel Nadolny, Raj Thimmiah. Abstract Computer-assisted learning has been growing in popularity in higher education and in the research literature. A subset of these novel approaches to learning claim that predictive algorithms called Spaced Repetition can significantly improve retention rates of studied knowledge while minimizing the time investment required for learning. SuperMemo is a brand of commercial software and the editor of the SuperMemo spaced repetition algorithm. Medical scholarship is well known for requiring students to acquire large amounts of information in a short span of time. Anatomy, in particular, relies heavily on rote memorization. Using the SuperMemo web platform1 we are creating a non-randomized trial, inviting medical students completing an anatomy course to take part. Usage of SuperMemo as well as a performance test will be measured and compared with a concurrent control group who will not be provided with the SuperMemo Software. Hypotheses A) Increased average grade for memorization-intensive examinations If spaced repetition positively affects average retrievability and stability of memory over the term of one to four months, then consistent2 users should obtain better grades than their peers on memorization-intensive examination material. B) Grades increase with consistency There is a negative relationship between variability of daily usage of SRS and grades. 1 https://www.supermemo.com/ 2 Defined in Criteria for inclusion: SuperMemo group. C) Increased stability of memory in the long-term If spaced repetition positively affects knowledge stability, consistent users should have more durable recall even after reviews of learned material have ceased. -
Arichardson-Klavehn Rbjork 2002
1096 Memory, Development of Schneider W and Bjorklund DF (1998) Memory. In: Kuhn Schneider W and Pressley M (1997) Memory Development D and Siegler RS (eds) Handbook of Child Psychology, between 2 and 20, 2nd edn. Mahwah, NJ: Lawrence vol. 2, Cognition, Perception, and Language, 5th edn, Erlbaum. pp. 467±521. New York, NY: John Wiley. Memory, Long-term Introductory article Alan Richardson-Klavehn, Goldsmiths College, University of London, London, UK Robert ABjork, University of California, Los Angeles, USA CONTENTS Definition and classification of long-term memory The constructive character of long-term memory The dynamic character of long-term memory Conclusion Long-term memory is central to cognitive function- interconnected and cannot be understood in ing. Taking a wide variety of forms, from skills to isolation from each other. (See Information Pro- general knowledge to memory for personal experi- cessing) ences, it is characterized by dynamic interactions between encoding and retrieval processes and by constructive processes, and thus differs fundamen- Distinguishing between Short-term and tally from current human-made information storage Long-term Memory systems. In everyday discourse, long-term memory is usu- ally distinguished from short-term memory in DEFINITION AND CLASSIFICATION OF terms of the time that has elapsed since information LONG-TERM MEMORY was encoded. Moreover, it is not unusual to find memory that persists over days or weeks being The ability to retain information over long periods described as short-term memory. In psychology, is fundamental to intelligent thought and behavior. however, the terms long-term and short-term Memory is the `glue', in effect, that holds our intel- memory have come to have specialized meanings lectual processes together, from perception, atten- that stem from a distinction made by William tion, and language, to reasoning, decision-making, James in 1890. -
A Spaced-Repetition Approach to Enhance Medical Student Learning and Engagement in Pharmacology
A Spaced-Repetition Approach to Enhance Medical Student Learning and Engagement in Pharmacology Dylan Jape Monash University Jessie Zhou Monash University Shane Bullock ( [email protected] ) Monash University Research Article Keywords: pharmacology, spaced-repetition, ashcards, medical education Posted Date: July 12th, 2021 DOI: https://doi.org/10.21203/rs.3.rs-625499/v1 License: This work is licensed under a Creative Commons Attribution 4.0 International License. Read Full License Page 1/20 Abstract Background: Pharmacology is a cornerstone of medical education as it underlies safe prescribing practices. However, medical students have reported unease regarding their perceived prociency in clinical pharmacology. Despite the signicant impetus to improve student outcomes, there is little analysis available of the techniques used by medical students to learn, retain and apply pharmacology knowledge. Methods: A mixed methods, student-focused approach was conducted to design and rene specic resources developed to address gaps in pharmacology education. This methodology comprised an anonymised scoping survey, followed by structured focus group interviews. We developed a relevant and time ecient resource to support long-term revision for academic and clinical success. These resources were released to a cohort of 100 graduate preclinical medical students who were invited at the end of year to evaluate the intervention via a subsequent anonymous survey. Results: The scoping survey received 103 complete responses. Surveys and focus group interviews revealed that only 50% of students engage in ongoing revision. The analysis identied in-semester revision of pharmacology as a signicant predictor of strategic and deep learning methods and improved quiz performance (a 5% higher score on average), compared to supercial learning methods. -
Teaching the Science of Learning Yana Weinstein1* , Christopher R
Weinstein et al. Cognitive Research: Principles and Implications (2018) 3:2 Cognitive Research: Principles DOI 10.1186/s41235-017-0087-y and Implications TUTORIALREVIEW Open Access Teaching the science of learning Yana Weinstein1* , Christopher R. Madan2,3 and Megan A. Sumeracki4 Abstract The science of learning has made a considerable contribution to our understanding of effective teaching and learning strategies. However, few instructors outside of the field are privy to this research. In this tutorial review, we focus on six specific cognitive strategies that have received robust support from decades of research: spaced practice, interleaving, retrieval practice, elaboration, concrete examples, and dual coding. We describe the basic research behind each strategy and relevant applied research, present examples of existing and suggested implementation, and make recommendations for further research that would broaden the reach of these strategies. Keywords: Education, Learning, Memory, Teaching Significance educators who might be interested in integrating the Education does not currently adhere to the medical strategies into their teaching practice, (b) science of learn- model of evidence-based practice (Roediger, 2013). ing researchers who are looking for open questions to help However, over the past few decades, our field has made determine future research priorities, and (c) researchers in significant advances in applying cognitive processes to other subfields who are interested in the ways that princi- education. From this work, specific recommendations ples from cognitive psychology have been applied to can be made for students to maximize their learning effi- education. ciency (Dunlosky, Rawson, Marsh, Nathan, & Willing- While the typical teacher may not be exposed to this ham, 2013; Roediger, Finn, & Weinstein, 2012). -
An Investigation Into the Use of the Smartphone Application 'Memrise'
An Investigation into The Use of The Smartphone Application 'Memrise' in Supporting English Vocabulary Learning among Undergraduate Students in Saudi Arabia Abdulmajeed Almansour A thesis submitted in partial fulfilment of the requirements of Liverpool John Moores University for the degree of Doctor of Philosophy March 2019 Declaration I hereby certify that this submission is my own work and contains no material which has been accepted for the award of any other degree or diploma of the University or other institute of higher learning. ii Acknowledgments All praises and thanks are due to Allah the most gracious and most merciful, who abundantly offered me health, strength, patience and knowledge to complete this exciting PhD journey. My greatest gratitude and thanks go to my Director of Studies Dr Amanda Mason, who I have been privileged to be supervised by. Many thanks for her patience, constructive comments, guidance and invaluable suggestions throughout all the stages of my PhD journey. I would like also thank my second supervisor, Ms Brigitte Hordern for her invaluable advice and comments. Also, I am honoured and grateful to have Dr James Turner as my third supervisor who helped me a lot with his academic and technological comments. To my loving parents, I would like to thank my late father Abdullah for his support, who died during my PhD journey, too unfortunate he cannot see me graduate (May Allah have mercy on his soul). My sincere gratitude and love to my mother Sarah who have always been there to support and encourage me in my journey in every way possible. -
Universidad Mayor De San Andres Facultad De Humanidades Y Ciencias De La Educación Carrera De Lingüística E Idiomas
UNIVERSIDAD MAYOR DE SAN ANDRES FACULTAD DE HUMANIDADES Y CIENCIAS DE LA EDUCACIÓN CARRERA DE LINGÜÍSTICA E IDIOMAS COMPARING THE EFFECTIVENESS BETWEEN PAPER FLASHCARDS VERSUS FLASHCARDS SOFTWARE TO IMPROVE RECEPTIVE AND PRODUCTIVE KNOWLEDGE OF ENGLISH VOCABULARY Tesis de grado presentada para la obtención del Grado de Licenciatura POR: GUIDO ALVARO LOPEZ MAMANI TUTORA: M.Sc. LEIDY IBAÑEZ RODRIGUEZ LA PAZ – BOLIVIA 2020 I UNIVERSIDAD MAYOR DE SAN ANDRÉS FACULTAD DE HUMANIDADES Y CIENCIAS DE LA EDUCACIÓN CARRERA DE LINGÜÍSTICA E IDIOMAS Tesis de grado: COMPARING THE EFFECTIVENESS BETWEEN PAPER FLASHCARDS VERSUS FLASHCARD SOFTWARE TO IMPROVE RECEPTIVE AND PRODUCTIVE KNOWLEDGE OF ENGLISH VOCABULARY Presentada por: Guido Alvaro Lopez Mamani Para optar el grado académico de Licenciado en Lingüística e Idiomas Nota numeral: ...................................................................................................................... Nota literal: .......................................................................................................................... Ha sido.................................................................................................................................. Directora a.i. de carrera: ………………………………………………. Lic. Maria Virginia Ferrufino Loza Tutora: ………………………………………………. M.Sc. Leidy Ibañez Rodriguez Tribunal: ………………………………………………. Mg.Sc. Maria Eugenia Sejas Ralde Tribunal: ………………………………………………. Mg.Sc. David Aduviri Delgado La Paz 12 de noviembre de 2020 II DEDICATORY I dedicate this work to people