Repetitive training helps to form a long-term memory. Training or learning that includes long intervals between training sessions is termed spaced training or spaced learning. Such training has been known since the seminal work of Ebbinghaus to be superior to training that includes short inter-trial intervals (massed training or massed learning) in terms of its ability to promote memory formation. Ebbinghaus stated: “with any considerable number of repetitions a suitable distribution of them over a space of time is decidedly more advantageous than the massing of them at a single time”
Spacing between studies is also key factor in consolidating a concept or idea in long term memory.Spacing can be designed according to the requirement of studies.It can be done between the topis/chapter or can be done between the subjects.From the experience of scholars it has been noted that spacing works best ,if incorporated routinely between the subjects.
Recently a robust model of LTM (Long term Memory) formation has emerged through studies of late Long-Term Potentiation (LTP) and LTM in many different contexts and species (Morris, 2003). These studies show repeated stimuli spaced by periods without stimuli can lead to intracellular signaling mechanisms activating genes, initiating the production of proteins (Scharf et al., 2002; Hernandez and Abel, 2008).
Not surprisingly given this LTM research is so recent, the model of standard teaching of courses over long periods through massed instruction has not been compared to methods based on LTP/LTM encoding. If time patterns in education are broadly optimal, the much shorter time patterns in Spaced Learning would lead to little learning and poor test results. On the other hand, if neuroscience and behavioral research into LTP/LTM encoding is both correct and can be effectively applied in an educational context, then using Spaced Learning to encode long-term memories of an educational course might demonstrate learning with significant learning and test results. The study was designed to give a preliminary answer to determine which hypothesis is supported.
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