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The overall tone shows strong interest and agreement with the article's conclusions, as evidenced by references to specific studies and suggestions for practical application, such as adjusting study intervals based on retention period. The language used, from technical references to practical advice, indicates active engagement and recognition of the publication's relevance in educational contexts.
Most discussions recognize the importance of the article's findings on spacing effects, with some referencing specific studies or suggesting practical applications, indicating general agreement.
Participants demonstrate high interest, often mentioning recommended intervals, practical implications, and recent contradicting studies, which shows active engagement and curiosity.
Responses include sharing related studies, suggesting further reading, and discussing methodology, showing thoughtful participation beyond surface-level comments.
The discussions suggest the article has modest but notable impact, influencing ideas about effective study strategies and educational practices, though some are still contemplating its implications.
@JamesSCraik Depends what you mean by feedback, but there are some good studies on the interval between restudy sessions and the delay until testing, which seem to be relevant: https://t.co/BtdgbLDhk7 ($)
@PearceMrs Really interesting study. Would recommend checking out this one https://t.co/U5bq9LPzqw (actually gives some specific suggested intervals) and also this recent one that seems to slightly contradict it https://t.co/XjaBm2iJX3. Think you’ll like them
@messypack @Iamthe_V1 @AHzdeckSSB https://t.co/S6Fge79MaS
[5] Baroody, A. J., Bajwa, N. P., & Eiland, M. (2009). Why Can’t Johnny Remember the Basic Facts? Developmental Disabilities Research Reviews, 15(1), 69–79. [6] Cepeda, N. J., et al. (2008). Spacing Effects in Learning: A Temporal Ridgeline of Optimal Retention 19(11), 1095–1102.
@mariaef291 Hola, María. Todo depende de cuál sea el periodo de retención, es decir, el tiempo entre el último repaso y la evaluación. Cuanto más largo este, más largos deben ser los espacios entre sesiones de estudio. Aquí un artículo al respecto: https://t.co/auV1138rpj
「復習は最初の学習日と最終テストの予定の日の間の日数を5分割したタイミングですると効率が良くなる」 #心理学 #復習 #学習 Cepeda, N. J., Vul, E., Rohrer, D., Wixted, J. T., & Pashler, H. (2008). Spacing effects in... Psychological science, 19(11), 1095–1102. https://t.co/drWm7U6m6u
This video explains a proven study strategy to enhance long-term memory retention. It emphasizes the importance of spacing out study sessions and provides insights from key research on optimal timing for learning and…
This video explores five evidence-based techniques for improved learning, including spaced practice, interleaving, elaborative interrogation, dual coding, and retrieval practice, emphasizing research from educational…
Research indicates that while speed reading can increase reading efficiency, there exists a tradeoff between speed and comprehension. This video explores how regular practice and language skill enhancement can improve…
[5] Baroody, A. J., Bajwa, N. P., & Eiland, M. (2009). Why Can’t Johnny Remember the Basic Facts? Developmental Disabilities Research Reviews, 15(1), 69–79. [6] Cepeda, N. J., et al. (2008). Spacing Effects in Learning: A Temporal Ridgeline of Optimal Retention 19(11), 1095–1102.
@JamesSCraik Depends what you mean by feedback, but there are some good studies on the interval between restudy sessions and the delay until testing, which seem to be relevant: https://t.co/BtdgbLDhk7 ($)
@jayvanbavel Paper here: https://t.co/dhNH5WDn6J
@messypack @Iamthe_V1 @AHzdeckSSB https://t.co/S6Fge79MaS
「復習は最初の学習日と最終テストの予定の日の間の日数を5分割したタイミングですると効率が良くなる」 #心理学 #復習 #学習 Cepeda, N. J., Vul, E., Rohrer, D., Wixted, J. T., & Pashler, H. (2008). Spacing effects in... Psychological science, 19(11), 1095–1102. https://t.co/drWm7U6m6u
Cepeda, N. J., Vul, E., Rohrer, D., Wixted, J. T., & Pashler, H. (2008). Spacing effects in learning: a temporal ridgeline of optimal retention. Psychological science, 19(11), 1095–1102. #心理学 #復習 #学習 https://t.co/drWm7U6m6u
RT @Inner_Drive: @PearceMrs Really interesting study. Would recommend checking out this one https://t.co/U5bq9LPzqw (actually gives some sp…
@PearceMrs Really interesting study. Would recommend checking out this one https://t.co/U5bq9LPzqw (actually gives some specific suggested intervals) and also this recent one that seems to slightly contradict it https://t.co/XjaBm2iJX3. Think you’ll like them
@mariaef291 Hola, María. Todo depende de cuál sea el periodo de retención, es decir, el tiempo entre el último repaso y la evaluación. Cuanto más largo este, más largos deben ser los espacios entre sesiones de estudio. Aquí un artículo al respecto: https://t.co/auV1138rpj
Cepeda, N. J., Vul, E., Rohrer, D., Wixted, J. T., & Pashler, H. (2008). Spacing effects in learning a temporal ridgeline of opti-mal retention. Psychological Science, 19, 1095-1102.