Spacing as the Friend of Both Memory and Induction in Young and Older Adults

被引：136

作者：

Kornell, Nate ^{[1
]}

Castel, Alan D. ^{[3
]}

Eich, Teal S. ^{[2
]}

Bjork, Robert A. ^{[3
]}

机构：

[1] Williams Coll, Dept Psychol, Williamstown, MA 01267 USA

[2] Columbia Univ, Dept Psychol, New York, NY 10027 USA

[3] Univ Calif Los Angeles, Dept Psychol, Los Angeles, CA 90024 USA

来源：

PSYCHOLOGY AND AGING | 2010年 / 25卷 / 02期

关键词：

aging; induction; memory; metacognition; spacing; AGE-RELATED DIFFERENCES; RETENTION INTERVAL; RECALL; INFORMATION; SCHEDULES;

D O I：

10.1037/a0017807

中图分类号：

R4 [临床医学]; R592 [老年病学];

学科分类号：

1002 ; 100203 ; 100602 ;

摘要：

We compared the effects of spaced versus massed practice on young and older adults' ability to learn visually complex paintings. We expected a spacing advantage when 1 painting per artist was studied repeatedly and tested (repetition) but perhaps a massing advantage, especially for older adults, when multiple different paintings by each artist were studied and tested (induction). We were surprised to find that spacing facilitated both inductive and repetition learning by both young and older adults, even though the participants rated massing superior to spacing for inductive learning. Thus, challenging learners of any age appears to have unintuitive benefits for both memory and induction.

引用

页码：498 / 503

页数：6

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