The fundamental principles of learning and study . oups had the advantage of re- MEMORIES AND THE PERMANENCE OF ACQUISITION 123 cency. In all other experiments the review groups reviewedat the same time the non-review groups studied so that neithergroups had the advantage of recency. The average superiority of the review groups in the firstthree experiments where the review groups had the advantageof recency is 93 per cent. The average superiority in the otherexperiments is 67 per cent, and if we eliminate experiment 12,it is just less than 30 per cent. The extreme result in thetwelfth experim
The fundamental principles of learning and study . oups had the advantage of re- MEMORIES AND THE PERMANENCE OF ACQUISITION 123 cency. In all other experiments the review groups reviewedat the same time the non-review groups studied so that neithergroups had the advantage of recency. The average superiority of the review groups in the firstthree experiments where the review groups had the advantageof recency is 93 per cent. The average superiority in the otherexperiments is 67 per cent, and if we eliminate experiment 12,it is just less than 30 per cent. The extreme result in thetwelfth experiment is due to the fact of several failures andnear failures in the non-review group. (24). (See Fig. 10).The experiments without exception show that the division oftime so as to allow a short review period is valuable. It isgenerally known that the division of time for large amountsof material is very important. As suggested in the article justquoted, it may be that the value of reviews is directly propor-tional to the difficulty of the ^ 180 7f Z/ /? £4 Z& 38 /4 3f SO 3f 44o 3o z?Tests-. / £ 3 4 r 6 7 8 f /O // fZ /3 /4 Fig. io. The lower curve represents the non-review, the upper curve the re-view groups. Superiority of review groups in percents in experiments I to 14is as follows, respectively: 180, 79, 21, 17, 24, 22, 38, 14, 39, 50, 3s, 440, 30, 27. The warming up period. The division of time involvesother factors: the warming up period, the hardeningperiod, and fatigue. The nervous system works very muchlike a machine. If one watches a lathe as the turner beginswork in the morning, one notices that after the belt is thrownon the lathe starts, gathers speed, and is soon going a moment or two the observer notices a continuing in-crease of speed; the machine is getting warmed up and forthe first few minutes does not attain its greatest speed. Sowith the nervous system and mental activity: the first few 124 PRINCIPLES OF LEARNING AND STUDY minutes d
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