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Advisor(s)
Abstract(s)
Introdução: As primeiras investigações sobre os temas da memória e esquecimento,
surgiram no ano de 1880, elaboradas pelo psicólogo Hermann Ebbinghaus, com a
denominada curva de esquecimento. Foi a partir deste trabalho que se desenvolveram
métodos de investigação com o intuito de atenuar esta curva.
Durante o processo de estudo, evidenciaram-se dois efeitos: o efeito do espaçamento e
o efeito de teste. O primeiro, refere-se à melhoria na aprendizagem e da memória,
quando os episódios de estudo são distribuídos no tempo, ao invés de quando sucedem
num único episódio. Já o segundo, é baseado na evidência de que os alunos quando são
testados numa certa matéria, conseguem recordar melhor, do que quando não são
testados. Aliados a estas evidências existem outras variáveis a ter em consideração,
uma vez que podem ter influência na qualidade destes efeitos.
Objetivo: A presente revisão bibliográfica pretende reunir e rever as informações
existentes sobre o efeito de espaçamento e do efeito do teste, de forma a identificar as
variáveis que mais os influenciam e, assim, demarcar as condições necessárias para
otimizar os efeitos referidos.
Metodologia: Para a realização desta dissertação foi realizada pesquisa bibliográfica e
análise de artigos indexados na base de dados Pubmed e Google Scholar até ao ano de
2020, utilizando-se palavras-chave “forgetting curve”, “spaced repetition”, “spaced
education”, “spacing effect” e “testing effect”.
Conclusões: Ambos os efeitos, apresentam evidências robustas na literatura, sobre a
sua efetividade, em diferentes matérias de aprendizagem, como em diferentes faixas
etárias e contextos.
O efeito de espaçamento é máximo quando o intervalo interestudo é cerca de 10%-20%
do intervalo de retenção – intervalo de tempo que vai desde a última sessão de estudo
até ao teste de avaliação.
Relativamente ao efeito de teste, tende a ser máximo quando, na fase inicial de
aprendizagem, se utilizam perguntas de resposta curta, invés de perguntas de escolha
múltipla, para a recuperação da informação estudada. Existem benefícios, quando as
perguntas dos testes fornecem feedback explicativo – informação adicional a explicar o
raciocínio. É preferível fazer recuperações da matéria, mais difíceis, mas bemsucedidas, do que mais fáceis. Os alunos adotam os testes mais facilmente como método de aprendizagem, quando os docentes lhes mostram, explicitamente, o efeito
de teste. Por fim, a abordagem mais custo-efetiva, passa por fazer uma recuperação
bem sucedida, na fase inicial da aprendizagem, seguida de 3 ou 4 testes subsequentes,
de preferência aumentando o período de tempo entre cada um deles.
Introduction: The first researches regarding topics of memory and forgetfulness were made in the year 1880, by the psychologist Hermann Ebbinghaus, with the called forgetting curve. It was based on this work that research methods were developed in order to reduce this curve. During the study process, two effects were highlighted: the spacing effect and the testing effect. The first one refers to the improvement in the learning process and memory, when the study moments are distributed over time, instead of when they occur in a single moment. The second one, on the other hand, is based on the evidence that when students are tested in a certain subject, they can retain more of what they studied than when they are not tested. In addition to this evidence, there are other variables to be taken into account, since they can influence the quality of these effects. Objective: The present bibliographic review intends to gather and review the existing information about the spacing effect and the testing effect, in order to identify the variables that most influence them and, consequently, distinguish the necessary conditions to optimize the referred effects. Methods: In order to develop this thesis, a bibliographic search was made, as well as the analysis of articles indexed in the PubMed and Google Scholar database until the year 2020, using the keywords “forgetting curve”, “spaced repetition”, “spaced education” , “Spacing effect”, “testing effect” etc. Conclusions: Both effects present strong evidence in the literature about its effectiveness, in different learning subjects, as well as in different age groups and contexts. The spacing effect is maximum when the study interval is about 10% -20% of the retention interval – This time lapse is from the last study session to the evaluation test. Regarding the testing effect, it tends to be maximum when, during the initial learning phase, questions with a small answer are used, instead of multiple-choice questions, for the retrieval of the studied information. There are benefits when test questions provide explanatory feedback - additional information to explain the reasoning. It’s preferable to make recoveries of matter, more difficult, but successful, than easier. Students adopt tests more easily as a learning method, when teachers explicitly show them the test effect. Finally, the most cost-effective approach is to make a successful recovery, in the initial phase of learning, followed by 3 or 4 subsequent tests, preferably increasing the time between each one.
Introduction: The first researches regarding topics of memory and forgetfulness were made in the year 1880, by the psychologist Hermann Ebbinghaus, with the called forgetting curve. It was based on this work that research methods were developed in order to reduce this curve. During the study process, two effects were highlighted: the spacing effect and the testing effect. The first one refers to the improvement in the learning process and memory, when the study moments are distributed over time, instead of when they occur in a single moment. The second one, on the other hand, is based on the evidence that when students are tested in a certain subject, they can retain more of what they studied than when they are not tested. In addition to this evidence, there are other variables to be taken into account, since they can influence the quality of these effects. Objective: The present bibliographic review intends to gather and review the existing information about the spacing effect and the testing effect, in order to identify the variables that most influence them and, consequently, distinguish the necessary conditions to optimize the referred effects. Methods: In order to develop this thesis, a bibliographic search was made, as well as the analysis of articles indexed in the PubMed and Google Scholar database until the year 2020, using the keywords “forgetting curve”, “spaced repetition”, “spaced education” , “Spacing effect”, “testing effect” etc. Conclusions: Both effects present strong evidence in the literature about its effectiveness, in different learning subjects, as well as in different age groups and contexts. The spacing effect is maximum when the study interval is about 10% -20% of the retention interval – This time lapse is from the last study session to the evaluation test. Regarding the testing effect, it tends to be maximum when, during the initial learning phase, questions with a small answer are used, instead of multiple-choice questions, for the retrieval of the studied information. There are benefits when test questions provide explanatory feedback - additional information to explain the reasoning. It’s preferable to make recoveries of matter, more difficult, but successful, than easier. Students adopt tests more easily as a learning method, when teachers explicitly show them the test effect. Finally, the most cost-effective approach is to make a successful recovery, in the initial phase of learning, followed by 3 or 4 subsequent tests, preferably increasing the time between each one.
Description
Keywords
Forgetting Curve Spaced Education Spaced Repetition Spacing Effect Testing Effect