ApSP
Bruno Munoz
Psych 100
Dr. Leshikar
2/23/14
Student in College Pressed for Time
There comes a time in life where a lot of people get really stressed out. Everyone can relate to this time of life, college. The stressing usually occurs when students are preparing for an exam. Either they have other homework to finish while studying or they have two exams to study for which happen to be on the same day. In order for these students to do well on the exams, they should acquire new learning strategies to ease the stress.
The article, "Increasing Retention Without Increasing Study Time" by Doug Rohrer and Harold Pashler describes two methods of learning, “overlearning” and “space effect”. To determine which one of the two methods is the best effective way to remember what you have studied, Rohrer and Pashler go more in depth and focus on two choices or questions that all students have to face. How long should a student study the same subject before changing to different subject, and also how much study time should be spread across study sessions?
Psychologist, Doug Rohrer from University of South Florida wanted to explore more about these question scientifically. Dr. Rohrer teamed up with Hal Pashler from the University of California, San Diego in order to search for some answers. Rohrer and Pashler are going to observe how retention is affected by two variables. The first variable is the span of time of a study session and the second variable is the temporal scattering of study time across many study sessions.
Rohrer first goes over how students who study until they have perfected the material go over it a couple more times and describes this as “overlearning”. Rohrer and Pashler define overlearning as “The continuation of study immediately after the student has achieved error-free performance” (Rohrer & Pashler, 2008). In one of his experiments, Rohrer made his subjects learned a set of vocabulary by cycling a list of definition-word pairs numerous times.
Psych 100
Dr. Leshikar
2/23/14
Student in College Pressed for Time
There comes a time in life where a lot of people get really stressed out. Everyone can relate to this time of life, college. The stressing usually occurs when students are preparing for an exam. Either they have other homework to finish while studying or they have two exams to study for which happen to be on the same day. In order for these students to do well on the exams, they should acquire new learning strategies to ease the stress.
The article, "Increasing Retention Without Increasing Study Time" by Doug Rohrer and Harold Pashler describes two methods of learning, “overlearning” and “space effect”. To determine which one of the two methods is the best effective way to remember what you have studied, Rohrer and Pashler go more in depth and focus on two choices or questions that all students have to face. How long should a student study the same subject before changing to different subject, and also how much study time should be spread across study sessions?
Psychologist, Doug Rohrer from University of South Florida wanted to explore more about these question scientifically. Dr. Rohrer teamed up with Hal Pashler from the University of California, San Diego in order to search for some answers. Rohrer and Pashler are going to observe how retention is affected by two variables. The first variable is the span of time of a study session and the second variable is the temporal scattering of study time across many study sessions.
Rohrer first goes over how students who study until they have perfected the material go over it a couple more times and describes this as “overlearning”. Rohrer and Pashler define overlearning as “The continuation of study immediately after the student has achieved error-free performance” (Rohrer & Pashler, 2008). In one of his experiments, Rohrer made his subjects learned a set of vocabulary by cycling a list of definition-word pairs numerous times.
Cited: Rohrer, D., & Pashler, H. (2008). Increasing Retention Without Increasing Study Time. Current Directions in Psychological Science, 16, 183-186.