The Science of Brainscape Flashcards
premise: When you study, each c…… should be r……. within the a….. of t… that is just l… e….. for your ma….. m….. en…… .
THE SCIENCE OF BRAINSCAPE
premise: When you study, each concept should be repeated within the amount of time that is just long enough for your maximum memory encoding.
Repeating an easy concept too soon risks w…… your t…, while repeating a difficult concept too late risks your having to l…. it a.. o… a…..
THE SCIENCE OF BRAINSCAPE
Repeating an easy concept too soon risks wasting your time, while repeating a difficult concept too late risks your having to learn it all over again.
B…… & P….. (19..) show that the optimal interval is the longest a….. of t… before the concept would have been o…….. f………
THE SCIENCE OF BRAINSCAPE
Bahrick & Phelps (1987) show that the optimal interval is the longest amount of time before the concept would have been otherwise forgotten.
What are the three key concepts behind Brainscape?
R……… is t.. m….. o. a.. l……. .
A….. r….. t….. m……. c….. .
T……. a…. t……. i…… t……. .
THE SCIENCE OF BRAINSCAPE
- Repetition is the Mother of All Learning
- Active Recall Trumps Multiple Choice
- Thinking about Thinking Improves Thinking
What did the Romans say about memory?
THE SCIENCE OF BRAINSCAPE
the ancient Romans said, Repetitio mater studiorum est, or “Repetition is the mother of all learning.”
What did Squire show in 1992?
THE SCIENCE OF BRAINSCAPE
Squire (1992) shows that with every attempted memory retrieval, the hippocampus interacts with the medial temporal lobe to promote the establishment of new neuron connections.
What’s the key metaphor linked to repetition?
THE SCIENCE OF BRAINSCAPE
Repetition essentially helps us build our brain muscle in the same way that each weightlifting “rep” strengthens our skeletal muscles.
Who did some useful research applicable to ‘speed drills’?
THE SCIENCE OF BRAINSCAPE
Nelson & Leonesio (1988) found that when students are separated into groups graded on either speed or accuracy, the accuracy students - despite spending an average of 10 seconds more time on each item - made little or no gains in performance over the speed students. Quick drills may be the most effective use of study time after all.
Frequency trumps..?
THE SCIENCE OF BRAINSCAPE
… depth.
What’s the benefit to retention of recalling rather than just ‘looking over’? (K…… & R……. 2006)
THE SCIENCE OF BRAINSCAPE
Karpicke and Roediger (2006) performed a series of experiments in which participants learned lists of words and were assessed on their memory exactly one week after learning. They found that when people attempt to recall previous items during learning sessions, rather than simply looking them over, retention was enhanced by more than 100 percent.
Why does ‘recall from scratch’ beat multiple choice? Pre-answer reveal and afterwards..?
THE SCIENCE OF BRAINSCAPE
asking the learner to recall an answer from scratch forces her to subsequently compare her own mental(or typed) answer to the answer that is displayed on the screen. This mental activity of asking oneself “Was I right?” strengthens the memory trace more effectively than if the computer itself had displayed whether the learner’s answer was correct (Sadler, 2006)
“To promote efficient and effective study habits, we recommend that teachers help students … ?” –From recommendation #6 in the U.S. Department of Education’s practice guide (Pashler et al., 2007)
… mo ac as what they k and don’t k & use this in to more ef al their st ti .
Te can help st br the i of k that often im ac as of kn .
THE SCIENCE OF BRAINSCAPE
“… more accurately assess what they know and do not know, and to use this information to more efficiently allocate their study time. Teachers can help students break the ‘illusion of knowing’ that often impedes accurate assessment of knowledge.” –From recommendation #6 in the U.S. Department of Education’s practice guide (Pashler et al., 2007)
Who shows us what “…significantly improves performance on subsequent memory assessments.” (Linked to metacognition)
THE SCIENCE OF BRAINSCAPE
Kornell & Metcalfe (2006) show that giving learners the opportunity to regulate their own allocation of study time significantly improves performance on subsequent memory assessments.
