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Research papers on Spaced repetition and memory

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  1. The magical number 4 in short-term memory: A reconsideration of mental storage capacity

    Nelson Cowan · 2001 · Behavioral and Brain Sciences · 6,910 citations

    Miller (1956) summarized evidence that people can remember about seven chunks in short-term memory (STM) tasks. However, that number was meant more as a rough estimate and a rhetorical device than as a real capacity limit. Others have since suggested that there is a more precise capacity limit, but that it is only three to five chunks. The present target article brings together a wide variety of data on capacity limits suggesting that the smaller capacity limit is real. Capacity limits will be useful in analyses of information processing only if the boundary conditions for observing them can be carefully described. Four basic conditions in which chunks can be identified and capacity limits c

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  2. Artificial Intelligence (AI): Multidisciplinary perspectives on emerging challenges, opportunities, and agenda for research, practice and policy

    Yogesh K. Dwivedi, Laurie Hughes, Elvira Ismagilova, et al. · 2019 · International Journal of Information Management · 4,444 citations

    As far back as the industrial revolution, significant development in technical innovation has succeeded in transforming numerous manual tasks and processes that had been in existence for decades where humans had reached the limits of physical capacity. Artificial Intelligence (AI) offers this same transformative potential for the augmentation and potential replacement of human tasks and activities within a wide range of industrial, intellectual and social applications. The pace of change for this new AI technological age is staggering, with new breakthroughs in algorithmic machine learning and autonomous decision-making, engendering new opportunities for continued innovation. The impact of A

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  3. Actors: A Model of Concurrent Computation in Distributed Systems

    Gul Agha · 1986 · DSpace@MIT (Massachusetts Institute of Technology) · 2,237 citations

    A foundational model of concurrency is developed in this thesis. It examines issues in the design of parallel systems and show why the actor model is suitable for exploiting large-scale parallelism. Concurrency in actors is constrained only by the availability of hardware resources and by the logical dependence inherent in the computation. Unlike dataflow and functional programming, however, actors are dynamically reconfigurable and can model shared resources with changing local state. Concurrency is spawned in actors using asynchronous message-passing, pipelining, and the dynamic creation of actors. The author defines an abstract actor machine and provide a minimal programming language for

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  4. Distributed practice in verbal recall tasks: A review and quantitative synthesis.

    Nicholas J. Cepeda, Harold Pashler, Edward Vul, et al. · 2006 · Psychological Bulletin · 1,887 citations

    The authors performed a meta-analysis of the distributed practice effect to illuminate the effects of temporal variables that have been neglected in previous reviews. This review found 839 assessments of distributed practice in 317 experiments located in 184 articles. Effects of spacing (consecutive massed presentations vs. spaced learning episodes) and lag (less spaced vs. more spaced learning episodes) were examined, as were expanding interstudy interval (ISI) effects. Analyses suggest that ISI and retention interval operate jointly to affect final-test retention; specifically, the ISI producing maximal retention increased as retention interval increased. Areas needing future research and

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  6. European consensus conference on faecal microbiota transplantation in clinical practice

    Giovanni Cammarota, Gianluca Ianiro, Herbert Tilg, et al. · 2017 · Gut · 1,192 citations

    Faecal microbiota transplantation (FMT) is an important therapeutic option for Clostridium difficile infection. Promising findings suggest that FMT may play a role also in the management of other disorders associated with the alteration of gut microbiota. Although the health community is assessing FMT with renewed interest and patients are becoming more aware, there are technical and logistical issues in establishing such a non-standardised treatment into the clinical practice with safety and proper governance. In view of this, an evidence-based recommendation is needed to drive the practical implementation of FMT. In this European Consensus Conference, 28 experts from 10 countries collabora

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  7. The Variational Quantum Eigensolver: A review of methods and best practices

    Jules Tilly, Hongxiang Chen, Shuxiang Cao, et al. · 2022 · Physics Reports · 1,063 citations

    The variational quantum eigensolver (or VQE), first developed by Peruzzo et al. (2014), has received significant attention from the research community in recent years. It uses the variational principle to compute the ground state energy of a Hamiltonian, a problem that is central to quantum chemistry and condensed matter physics. Conventional computing methods are constrained in their accuracy due to the computational limits facing exact modeling of the exponentially growing electronic wavefunction for these many-electron systems. The VQE may be used to model these complex wavefunctions in polynomial time, making it one of the most promising near-term applications for quantum computing. One

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  10. A Trainable Spaced Repetition Model for Language Learning

    Burr Settles, Brendan Meeder · 2016 · 212 citations

    We present half-life regression (HLR), a novel model for spaced repetition practice with applications to second language acquisition.HLR combines psycholinguistic theory with modern machine learning techniques, indirectly estimating the "halflife" of a word or concept in a student's long-term memory.We use data from Duolingo -a popular online language learning application -to fit HLR models, reducing error by 45%+ compared to several baselines at predicting student recall rates.HLR model weights also shed light on which linguistic concepts are systematically challenging for second language learners.Finally, HLR was able to improve Duolingo daily student engagement by 12% in an operational us

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  14. The effect of overlearning on long‐term retention

    Doug Rohrer, Kelli Taylor, Harold Pashler, et al. · 2004 · Applied Cognitive Psychology · 101 citations

    Abstract Once material has been learned to a criterion of one perfect trial, further study within the same session constitutes overlearning. Although overlearning is a popular learning strategy, its effect on long‐term retention is unclear. In two experiments presented here, 218 college students learned geography facts (Experiment 1) or word definitions (Experiment 2). The degree of learning was manipulated and measured via multiple test‐with‐feedback trials, and participants returned for a final cued recall test between 1 and 9 weeks later. The overlearners recalled far more than the low learners at the 1‐week test, but this difference decreased dramatically thereafter. These data suggest t

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  18. Short- and Long-term Effects of Repetition Strategies on Vocabulary Retention

    Sultan Altalhab · 2018 · Advances in Language and Literary Studies · 10 citations

    This experimental study examines the role of oral and written repetition strategies in consolidating new vocabulary in the classroom context. The participants in this study were divided into three treatment groups: oral, written and oral+written. A pretest and three delayed post-tests given at one day, one week and six weeks intervals were utilised in the study. The short and long-term retention of 12 unknown words was investigated over one semester. The results revealed that all three types of repetition strategies were effective in retaining new vocabulary in the short-term. However, in the long-term, the oral+written group achieved superior results while the oral group was the least effec

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  19. No Robust Effect of Distributed Practice on the Short- and Long-Term Retention of Mathematical Procedures

    M. Ebersbach, Katharina Barzagar Nazari · 2020 · Frontiers in Psychology · 9 citations

    We investigated the effect of distributed practice and more specifically the “lag effect” concerning the retention of mathematical procedures. The lag effect implies that longer retention intervals benefit from longer inter-study intervals (ISIs). University students (N = 235) first learned how to solve permutation tasks and then practiced this procedure with an ISI of zero (i.e., massed), one, or 11 days. The final test took place after one or five weeks. All conditions were manipulated between-subjects. Contrary to our expectations, the analyses revealed no effect of distributed practice and therewith also no lag effect, even though the sample size was sufficiently large. The only signific

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  21. Effectiveness of spaced repetition learning using a mobile flashcard application among dental students: A randomized controlled trial.

    V. Santhosh, D. Coutinho, Anil V. Ankola, et al. · 2024 · Journal of dental education · 6 citations

    BACKGROUND Dental education in India predominantly relies on traditional lecture-based learning (LBL), which may hinder student engagement and learning outcomes. To address these limitations, innovative learning methodologies, such as spaced repetition learning (SRL), are imperative. SRL prioritizes active recall and can enhance long-term knowledge retention. This study aims to assess the effectiveness of SRL delivered through a mobile flashcard application, in enhancing knowledge retention among dental undergraduates. METHODS This single-blind randomized controlled trial (CTRI/2023/10/059347), conducted in Belagavi, India, involved 90 dental students who were equally distributed into cont

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  22. Implementation of a spaced-repetition approach to enhance undergraduate learning and engagement in paediatrics

    Keta Vagha, Sonali Choudhari, Amar M. Taksande, et al. · 2025 · Frontiers in Medicine · 5 citations

    Background Knowledge retention is crucial in medical education, yet traditional study methods often fail to ensure long-term recall. Spaced repetition, a cognitive learning strategy that reinforces information at increasing intervals, has shown promise in enhancing retention and engagement. While widely used in self-directed learning, its role in structured medical education remains underexplored. This study evaluates the effectiveness of spaced repetition in improving knowledge retention and student engagement in undergraduate paediatric education, offering insights into its potential for enhancing learning outcomes. Objectives This study aimed to evaluate the effectiveness of spaced-repeti

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  23. Unveiling the Art of Effective Learning through Spaced Repetition and Evidence-Based Techniques

    Kshitij Narkhede, Ratnakar Patil, Aman Kasat, et al. · 2024 · 2024 IEEE International Conference on Contemporary Computing and Communications (InC4) · 4 citations

    This study critically examines the limitations of traditional learning methods, such as cramming, re-reading, and massed practice, which often result in suboptimal long-term retention and understanding. The paper proposes an integrated approach, emphasizing the pivotal role of Spaced Repetition alongside other evidence-based techniques. By exploring Active Recall, Desirable Difficulties, Elaboration, Interleaving, Concrete Examples, Dual Coding, and Distributed Practice, this research harmonizes cognitive psychology and neuroscience principles. The integrated approach outlined in the paper aims to enhance memory, comprehension, and problem-solving, catering to learners of diverse paces and a

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  24. Spaced repetition and other key factors influencing medical school entrance exam success: insights from a French survey

    J. Burel, Olivier Trost, M. Demeyere, et al. · 2025 · BMC Medical Education · 4 citations

    First-year medical candidates encounter steep learning demands when transitioning from high school to university. Spaced repetition– a method of distributing review sessions over time– improves long-term memory retention. This study assessed its effectiveness alongside lifestyle and academic factors in students preparing for the medical school entrance examination. In 2023, all 618 candidates at the University of Rouen were invited to complete a post-exam, self-administered questionnaire; 523 responded (84.6%). We collected data on revision methods (e.g., spaced repetition, reviewing archives of previous exams), participation in private preparatory classes and summer courses, lifestyle behav

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