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Studies have shown that long-term spacing effects are prevalent in learning and produce significant learning gains, particularly when the spacing gaps are on the order of days or weeks. [9] Although it is accepted that spacing is beneficial in learning a subject well and previous units should be revisited and practiced, textbooks are written in ...
Throughout the years, extensive research has been conducted and taken different approaches to researching the Knowledge Gap Hypothesis. Cecilie Gaziano, a researcher of Communication and Media, Quantitative Social Research and Social Stratification wrote Forecast 2000: Widening Knowledge Gaps, to update her 1983 analysis of knowledge gap ...
Furthermore, research suggests that humans can develop extremely high levels of language and literacy proficiency without any language output or production at all. [6] Studies show that acquirers usually acquire small but significant amounts of new vocabulary through single exposure to a new word found in a comprehensible text. [7] "Given the ...
The opposite, massed practice, consists of fewer, longer training sessions and is generally a less effective method of learning. For example, when studying for an exam, dispersing your studying more frequently over a larger period of time will result in more effective learning than intense study the night before. [citation needed]
A needs assessment is a systematic process for determining and addressing needs, or "gaps", between current conditions, and desired conditions, or "wants". [1]Needs assessments can help improve policy or program decisions, individuals, education, training, organizations, communities, or products.
The gender gap in mathematics is particularly large among the highest-achieving students; for example, there is a 2.1 to 1 male-female ratio among students who score an 800 on the math portion of the SAT. [21] At least one study has challenged the existence of the gender gap in mathematics.
The worked-example effect is a learning effect predicted by cognitive load theory. [1] [full citation needed] Specifically, it refers to improved learning observed when worked examples are used as part of instruction, compared to other instructional techniques such as problem-solving [2] [page needed] and discovery learning.
In this case, learners notice the gaps between their knowledge of the second language and that of what a native speaker would say. [2] "Noticing" differs from "understanding" in that the former refers to a finite moment where an aspect of language is understood and added to long term memory, rather than a general knowledge. [3]