#TLDR: We forget 75% of what we learn within a week, so how to minimize the loss of learning for sustainability and efficiency?
At #PBJAM, we have built the spaced repetition approach driven by cool (and proven) science!
Spaced Repetition is a simple idea that if you learn something, then have a gap, and then review the materials again with a focus on the material that you have forgotten, your long-term retention is much higher. First documented by C A Mace in his book "Psychology of Study" in 1932 [1] as revision, spaced repetition started gaining traction in the 1990s.
This observation has been repeated by many researchers and one notable example is from a 2006 ACP paper by Rohrer and Taylor [2], who found that the retention levels double (from 32% to 64%) when spaced repetition is used.
Now, this research is from the academic space for high school and college students to help them find the most efficient way of retaining the course learnings for final exams. We found that the principles of spaced repetition along with interleaved content (Rohrer, 2009[3]) are highly effective when it comes to professional development!
The way we have built it in our platform is by spacing our sessions one week apart over 12 weeks and interleaving different techniques to achieve effective and sustainable change. We used this principle also in getting feedback from stakeholders. Our members seek feedback in week 6 and week 12, the spacing provides the observers a better grasp of change to notice and also provides our participants sufficient time to demonstrate the change.
Have you used spaced repetition? Our recommendation is to use it to remember your contacts from a recent industry/company event. If you are able to call someone by their first name along with details of your last meeting, you will impress your audiences and networks very positively!
Of course, do experience the deeper impact of spaced repetition and other cool science on our platform to make verifiable and sustainable changes to your professional persona!
References
[1] Mace, C. A. (1932). Psychology of Study
[2] Rohrer, D., & Taylor, K. (2006). The effects of overlearning and distributed practice on the retention of mathematics knowledge. Applied Cognitive Psychology, 20, 1209-1224
[3] Rohrer, D. (2009). The effects of spacing and mixing practice problems. Journal for Research in Mathematics Education, 40, 4-17
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