Aprendizaje Espaciado
Aprender y estudiar información a lo largo de múltiples sesiones que están espaciadas, o distribuidas en el tiempo, puede promover el aprendizaje y la retención a largo plazo tanto de hechos y conceptos básicos como de aquellos conceptualmente complejos. La revisión repetida del mismo material ya sea a través de estudio o evaluaciones formativas a lo largo del tiempo puede apoyar el aprendizaje de componentes esenciales de literacidades en adultos, además de promover la aplicación y transferencia de habilidades aprendidas.
Referencias
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Hillary, F. G., Schultheis, M. T., Challis, B. H., Millis, S. R., Carnevale, G. J., Galshi, T., & DeLuca, J. (2003). Spacing of repetitions improves learning and memory after moderate and severe TBI. Journal of Clinical and Experimental Neuropsychology, 25(1), 49–58.
Ibrahim, R., Boerhannoeddin, A., & Bakare, K. K. (2017). The effect of soft skills and training methodology on employee performance. European Journal of Training and Development, 41(4), 388–406.
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Johanson, C., Gutwin, C., Bowey, J. T., & Mandryk, R. L. (2019). Press pause when you play: Comparing spaced practice intervals for skill development in games. CHI PLAY 2019 – Proceedings of the Annual Symposium on Computer-Human Interaction in Play, 169–184.
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Logan, J. M., Castel, A. D., Haber, S., & Viehman, E. J. (2012). Metacognition and the spacing effect: The role of repetition, feedback, and instruction on judgments of learning for massed and spaced rehearsal. Metacognition and Learning, 7(3), 175–195.
Mulligan, N. W., & Peterson, D. J. (2014). The spacing effect and metacognitive control. Journal of Experimental Psychology: Learning Memory and Cognition, 40(1), 306–311.
Tye-Murray, N., Spehar, B., Barcroft, J., & Sommers, M. (2017). Auditory training for adults who have hearing loss: A comparison of spaced versus massed practice schedules. Journal of Speech, Language, and Hearing Research, 60(8), 2337–2345.