If you are trying to prepare for certain academic tests such as the LSAT or the ACT, then understanding some proven psychological principles will help. Take for example, the spacing effect. The spacing effect is the idea that people are better able to move lists of information into long term memory through spaced repetition, rather than in a single long study session. The principle was first measured by Hermann Ebbinghaus in 1885.
Practically speaking, this means that spaced learning, spread out over several days, or even a month, is a more effective means of learning. Despite the great deal of research on the subject in academic circles, the principle has not generally been implanted in the school environment, where the focus is often more on higher order learning rather than rote memorization.
While the reason for the spacing effect has been extensively studied, there continue to be many competing theories as to why it is effective; however, there is no question that it is effective.
In the realm of learning and remembering, the spacing effect involve the phenomenon that humans more easily remember or learn a list of items when they are looked at many times with time gaps in between. Best is over a long period of time (“spaced presentation”), instead of studied all at once.
Hermann Ebbinghaus was the guy who first identified this reality. This effect, for all practical purposes, means that “cramming” (intense, last-minute studying) right before an exam is not likely to be as effective as studying at intervals over a much longer span of time. However, the benefit of spaced presentations does not occur for short term remembering, only for long term memory.
Many explanations have been made for the possible cause of the spacing effect. There is the deficient processing view, which says that when we go over things all in one sitting, the second and further times we do it, we don’t think about it as much as the first. Whereas with a time gap in between, we have forgotten enough or though about other things enough that when we look at it again, it is with fresh eyes and we think about it more.
Next we have the encoding variability view, which says that with a time gap in between, the same material looks or seems different enough, that we put in memory in a different way, thereby making lots of connections in our minds thought structures. But when seen directly following it, we don’t see it as different enough.
What may even be more remarkable than the discovery of this particular learning principle is the fact that it has been around for over one hundred years, yet it is so rarely used in the American educational system. The main reason is because of the sheer volume of content and material that schools are told they must “get through”. There is simply not time to repeat every thing several times, let alone even twice.
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