Attending Less and Forgetting More: Dynamics of Simultaneous, Massed, and Spaced Presentations in Science Concept Learning

• Published in: Journal of applied research in memory and cognition Vol. 11; no. 3; pp. 361 - 373
• Main Authors: Vlach, Haley A., Kaul, Megan, Hosch, Alexis, Lazaroff, Emma
• Format: Journal Article
• Language: English
• Published: Washigton Educational Publishing Foundation 01.09.2022; Elsevier Inc; Society for Applied Research in Memory and Cognition
• Subjects: Categorization; Classification (Cognitive Process); Cognitive Science; Comparison; Concept Formation; Conceptual development; Female; Forgetting; Forgetting-as-abstraction; Human; Learning; Male; School Learning; Science Education; Science learning; Sciences; Spaced learning; forgetting-as-abstraction; comparison; categorization; conceptual development; science learning; spaced learning; Spaced learning; Science learning; Forgetting-as-abstraction; Comparison; Categorization; Conceptual development

Research on children's categorization presents seemingly paradoxical results: Presenting exemplars at the same time (simultaneously) and presenting exemplars apart in time (spaced) have both been argued to support learning. This research was designed to explain these results by examining the vi...