Designed around distributed practice – proven as the best way to learn and retain information – MindTap Mastery Training offers remarkably precise methods to improve study time and outcomes.
Unique among study aids, MindTap Mastery Training shows students when they’re ready to advance, and when their retention is falling short.
But you wouldn’t eat 30 apples the day before your doctor visit. MindTap Mastery Training works on the same principle.
Excerpted from Dunlosky, John, et al., “What Works, What Doesn’t,” Scientific American Mind, September/October 2013: 49-50.
Excerpted from Dunlosky, John, et al., “Improving Students’ Learning With Effective Learning Techniques: Promising Directions From Cognitive and Educational Psychology,” Psychological Science in the Public Interest. 14(1) 4–58.
On the basis of the available evidence, we rate distributed
practice as having high utility: It works across students of different ages,
with a wide variety of materials, on the majority of standard laboratory
measures, and over long delays. It is easy to implement (although it may
require some training) and has been used successfully in a number of classroom
studies. (p. 39-40)
Students mass much of their study prior to tests and
believe that this popular cramming strategy is effective. Although cramming is
better than not studying at all in the short term, given the same amount of
time for study, would students be better off spreading out their study of
content? The answer to this question is a resounding “yes.” (p. 35)
The distributed-practice effect is robust. Cepeda et al.
(2006) reviewed 254 studies involving more than 14,000 participants altogether;
overall, students recalled more after spaced study (47%) than after massed
study (37%). In both Donovan and Radosevich’s (1999) and Janiszewski et al.’s
(2003) metaanalyses, distributed practice was associated with moderate effect
sizes for recall of verbal stimuli. (p. 36)
not necessarily engage in distributed study unless the situation forces them to
do so; it is unclear whether this is because of practical constraints or
because students do not understand the memorial benefits of distributed practice (p. 39).