Literaturnachweis - Detailanzeige
Autor/in | Willingham, Daniel T. |
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Titel | How We Learn. Ask the Cognitive Scientist: Allocating Student Study Time. "Massed versus "Distributed" Practice. |
Quelle | In: American Educator, 26 (2002) 2, S.37-39 |
Sprache | englisch |
Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
ISSN | 0148-432X |
Schlagwörter | Elementary Secondary Education; Higher Education; Learning Strategies; Study Habits; Time Management |
Abstract | Presents insights from cognitive science regarding the allocation of students' study time as they learn new material, offering evidence for the spacing effect (which suggests that spacing study time leads to better memory of material). A sidebar notes ways to apply research on the spacing effect in the classroom (e.g., discourage cramming for tests and take advantage of down time for practice). (SM) |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |