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Spaced Learning is a learning method in which highly condensed learning content is repeated three times, with two 10-minute breaks during which distractor activities such as physical activities are performed by the students. It is based on the temporal pattern of stimuli for creating long-term memories reported by R. Douglas Fields in ''Scientific American'' in 2005. This 'temporal code' Fields used in his experiments was developed into a learning method for creating long-term memories by Paul Kelley, who led a team of teachers and scientists as reported in ''Making Minds'' in 2008. A paper on the method has been published in ''Frontiers in Human Neuroscience''.〔''Frontiers in Human Neuroscience The background to Spaced Learning Spaced Learning had been developed by Kelley and his team over years and rather confusingly was not called 'Spaced Learning' at first. Earlier descriptions of Spaced Learning often led to its being misunderstood, and the scientific origins of the approach ignored. When the initial reports of outcomes were made public, media seized upon the condensed learning content as the key element in the approach used and the BBC national television news, ''The Sunday Times, The Independent,'' and ''The Economist''〔''The Sunday Times'', 15 July 2007;''The Independent'', 15 September 2007; and ''The Economist'', 2 June 2007〕 reported the approach largely in those terms ('8 minute lessons'). This emphasis was misplaced, since Spaced Learning as a method depends on the length and number of the spaces (Fields' 'temporal code'), not the content presentation (which can vary). However, this misunderstanding was also included in reports in the educational press, notably ''The Times Educational Supplement''.〔''The Times Educational Supplement'', 29 June 2007〕 The description of the approach as 'Spaced Learning', clarifying the importance of the spaces, only appeared later. Additional research reported in ''The Times Educational Supplement'', ''The Guardian'', ''The Times'', and ''The Daily Telegraph'' on 30 January 2009 reported that Spaced Learning successfully prepared students for a national examination in less than two hours with no traditional teaching at all. The use of the term 'spaced' reflects the distinction in other research between 'spaced training' and 'massed training' where there have been conflicting results reported (for example, see spaced repetition). Spaced retrieval practice- trying to recover long-term memories quickly and accurately- is the subject of a different line of research but also shows that spaced practice (for example, taking a practice test every month) is more effective that massed practice. The significance of Spaced Learning may prove important in different ways: #as a demonstration that neuroscience is now producing outcomes that can be directly implemented in education- as asserted by Kelley.〔Paul Kelley, ''Making Minds: What's wrong with education- and what should we do about it?'', Routledge, London / New York,150-4〕 This seems established now through the academic paper in ''Frontiers in Human Neuroscience'' #as a demonstration that primary neuroscientific research can demonstrate processes that have not been used in formal education, yet are of fundamental importance in the learning process The initial results for Spaced Learning are convincing. The approach needs using and testing in many different contexts now before being accepted as an important contribution to learning theory. The intense learning sessions, if similar to those in the Innovation Unit resource, need considerable thoughtful preparation and practice, though there may be very different alternatives. == References == 抄文引用元・出典: フリー百科事典『 ウィキペディア（Wikipedia）』 ■ウィキペディアで「Spaced learning」の詳細全文を読む スポンサード リンク
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