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Nervenheilkunde 2011; 30(08): 613-620
DOI: 10.1055/s-0038-1628402
Ulmer Heft
Schattauer GmbH

Hirngymnastik nach Plan

Gibt es ein Trainingsprogramm für effizientes Lernen?Brain gymcan we get a training schedule for efficient learning?
J. Kornmeier
1   Institut für Grenzgebiete der Psychologie und Psychohygiene
2   Universitäts-Augenklinik, Freiburg
,
Z. Sosic-Vasic
3   Transferzentrum für Neurowissenschaften und Lernen, Universitätsklinikum Ulm
› Author Affiliations
Further Information

Publication History

Eingegangen am: 20 April 2011

angenommen am: 13 May 2011

Publication Date:
23 January 2018 (online)

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Zusammenfassung

Wiederholtes Lernen steigert bekanntlich die Gedächtnisleistung. Dabei ist zeitlich verteiltes Lernen effektiver als kurzfristige Lernmarathons. Weniger bekannt ist, dass es optimale zeitliche Abstände zwischen Lernwiederholungen gibt, die die Merkfähigkeit mehr als verdoppeln können (Spacing-Effekt). Gleichermaßen unbekannt ist, dass wenige aufeinanderfolgende Tests eines zuvor gelernten Inhalts zu einer vergleichbaren oder besseren Gedächtnisleistung führen als viele Wiederholungen (Testing-Effekt). Dabei sind zeitlich verteilte Tests besser als dicht aufeinander folgende (Test-Spacing-Effekt). Spacing- und Testing-Effekte sind stabil über ein breites Spektrum experimenteller Parameter. Neuere Arbeiten deuten auf einen nicht monotonen Zusammenhang zwischen Spacing-Intervall und Gedächtnisleistung hin: Spacing- und Testing-Effekte scheint es auf verschiedenen Zeitskalen des Lernens zu geben. Ferner scheint das optimale Spacing-Intervall vom zeitlichen Abstand zwischen der letzten Lerneinheit und dem abschließenden Test abzuhängen. Ein besseres Verständnis der beiden Effekten zugrunde liegenden Mechanismen kann zu effektiven und einfach anwendbaren Lernstrategien führen.

Summary

Repeated learning improves memory, as is well known. It may also be known that temporally distributed (spaced) learning is more efficient than massed learning. Widely unknown, however, may be the existence of optimal spacing intervals that can increase memory performance to more than twice the performance with massed learning. It is also widely unknown that tests are not only simple tools to check learning success. Instead, few consecutive tests of a previous learned content can lead to equal or even better memory performance than many repetitions of the same content (testing effect). If the tests are spaced in time, memory performance improves even more. Recent studies indicate a non-monotinic relation between spacing intervals and memory performance: Spacing and testing effects seem to exist on different time scales of learning. Further, the optimal spacing interval seems to depend on the time between the last learning unit and the final test. A better understanding of the basic principles of spacing and testing effects could be the base for easy and effective training schedules.

Schlüsselwörter

Spacing-Effekt - Testing-Effekt - Lernen - Gedächtnis

Keywords

Spacing effect - testing effect - learning - memory
 

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