Mettler Everett, Massey Christine M, El-Ashmawy Amina K, Kellman Philip J
Department of Psychology, University of California, Los Angeles, Los Angeles, CA 90095 USA.
Department of Chemistry, Collin College, McKinney, TX 75071 USA.
Cogsci. 2020 Jul-Aug;2020:1598-1604.
Spacing presentations of learning items across time improves memory relative to massed schedules of practice - the well-known spacing effect. Spaced practice can be further enhanced by adaptively scheduling the presentation of learning items to deliver customized spacing intervals for individual items and learners. ARTS - Adaptive Response-time-based Sequencing (Mettler, Massey, & Kellman 2016) determines spacing dynamically in relation to each learner's ongoing speed and accuracy in interactive learning trials. We demonstrate the effectiveness of ARTS when applied to chemistry nomenclature in community college chemistry courses by comparing adaptive schedules to fixed schedules consisting of continuously expanding spacing intervals. Adaptive spacing enhanced the efficiency and durability of learning, with learning gains persisting after a two-week delay and generalizing to a standardized assessment of chemistry knowledge after 2-3 months. Two additional experiments confirmed and extended these results in both laboratory and community college settings.
相对于集中练习计划，将学习项目的呈现分散在不同时间能提高记忆力——这就是著名的间隔效应。通过自适应安排学习项目的呈现，为单个项目和学习者提供定制的间隔时间，可以进一步增强间隔练习效果。ARTS——基于自适应反应时间的排序法（梅特勒、梅西和凯尔曼，2016年）在交互式学习试验中，根据每个学习者当前的速度和准确性动态确定间隔时间。我们通过将自适应计划与由不断扩大的间隔时间组成的固定计划进行比较，证明了ARTS应用于社区学院化学课程中的化学命名法时的有效性。自适应间隔提高了学习的效率和持久性，学习成果在延迟两周后依然存在，并在2至3个月后推广到化学知识的标准化评估中。另外两个实验在实验室和社区学院环境中证实并扩展了这些结果。
