The Effects of Different Learning Schedules
Carmen Casper, Chloe Swanson, Ethan De Koker, Lauren Tocco, Emily McCloskey, Isabelle VanAntwerpen
Faculty Mentor: Dr. Lauren Slone
- Spacing tends to benefit learning and memory.1
- People tend to prefer massing.1
- These benefits have not been researched in individuals with ADHD who can have difficulties with encoding/retrieval.2
- Clustering: a novel learning schedule that combines benefits from both massed and spaced learning schedules.3
How does clustering compare to massing and spacing in individuals with and without ADHD symptoms?
Hypothesis #1: Clustering will be better for learning than spacing/ massing, especially for the ADHD-symptom group (ADHD*schedule interaction)
Hypothesis #2: Participants will judge clustering to be the most effective method of learning.
References: 1. Kornell & Bjork, 2008; 2. Skodzik et al., 2017; 3. Yan et al., 2017
- Clustering provides equal or better learning benefits compared to previous learning schedules.
- Clustered learning should be recommended.
- First findings of learning schedule differences for individuals with ADHD symptoms.
- Limitations: No official diagnosis for ADHD
- Future research: Utilize more complex stimuli (high vs. low similarity) to avoid ceiling effect → more conclusively determine if one condition supports more effective learning.
- Within-subjects category learning task → artists’ painting styles
- 84 participants → 2 sessions
- ASRS Screener → 46 with, 38 “without” ADHD symptoms
Mean Correct: Retention Test