Premium
Optimising learning using flashcards: Spacing is more effective than cramming
Author(s) -
Kornell Nate
Publication year - 2009
Publication title -
applied cognitive psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.719
H-Index - 100
eISSN - 1099-0720
pISSN - 0888-4080
DOI - 10.1002/acp.1537
Subject(s) - psychology , session (web analytics) , context (archaeology) , stack (abstract data type) , test (biology) , mathematics education , computer science , world wide web , paleontology , biology , programming language
Abstract The spacing effect—that is, the benefit of spacing learning events apart rather than massing them together—has been demonstrated in hundreds of experiments, but is not well known to educators or learners. I investigated the spacing effect in the realistic context of flashcard use. Learners often divide flashcards into relatively small stacks, but compared to a large stack, small stacks decrease the spacing between study trials. In three experiments, participants used a web‐based study programme to learn GRE‐type word pairs. Studying one large stack of flashcards (i.e. spacing) was more effective than studying four smaller stacks of flashcards separately (i.e. massing). Spacing was also more effective than cramming—that is, massing study on the last day before the test. Across experiments, spacing was more effective than massing for 90% of the participants, yet after the first study session, 72% of the participants believed that massing had been more effective than spacing. Copyright © 2009 John Wiley & Sons, Ltd.