Caffrey, Michelle (2022) The spacing effect: Investigating the factors relating to and neural correlates of distributed practice. PhD thesis, National University of Ireland Maynooth.
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Abstract
The spacing effect (learning sessions which are distributed across time tend to generate
superior learning compared to when sessions are massed) is a robust finding which has been
replicated across many domains (Benjamin & Tullis, 2010). Despite the assertion that spacing
should be considered an educational standard, extensive application is not a reality (Kim et
al., 2019). This may be due to a lack of understanding combined with discrepancies between
laboratory-based experiments and real-world applications. Some researchers maintain that
spacing research is not ecologically valid nor generalisable to the more complex learning that
occurs in real-world settings (Kapler et al., 2015). This research aims to contribute to current
spacing literature by exploring a number of factors related to the spacing effect, such as
interval, age, sleep, and medium of presentation. Furthermore, this thesis aims to address gaps
in the literature by exploring the existence of a spacing effect when learning face-name
associations, and by investigating the electrophysiological correlates of spacing through ERP
analysis. Behavioural and electrophysiological measures were used to examine the spacing
effect while learning face-name associations at recent and remote intervals (twenty-four hours,
one week, and one month) in younger and older adults across different mediums of learning.
Results suggest that spacing is beneficial when learning face-name associations, particularly
at longer intervals of one month, and that older adults may also benefit from spacing at longer
intervals, though to a lesser extent than younger adults. This effect is also evident in online
learning, though to a lesser extent than in-person learning. Sleep quality does not affect
objective measures of cognition, but does impact psychological measures and may contribute
to our understanding of spacing. Furthermore, there is evidence of separate neural networks
for spaced- versus massed-trained participants when retrieving correct face-name associations.
These findings support a hybrid model of spacing, in particular one that encompasses theories
of deficient processing and study-phase retrieval.
Item Type: | Thesis (PhD) |
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Keywords: | spacing effect; neural correlates; distributed practice; |
Academic Unit: | Faculty of Science and Engineering > Psychology |
Item ID: | 16567 |
Depositing User: | IR eTheses |
Date Deposited: | 22 Sep 2022 14:45 |
URI: | https://mural.maynoothuniversity.ie/id/eprint/16567 |
Use Licence: | This item is available under a Creative Commons Attribution Non Commercial Share Alike Licence (CC BY-NC-SA). Details of this licence are available here |
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