Myth: Encoding variability theory of spacing effect
Myth
Encoding variability theory of spacing effect. Many researchers used to believe that presenting material in longer intervals is effective because of varying contexts in which the same information is presented
Fact
Methodical research indicates that the opposite is true. If you repeat your learning material in the exactly same context, your recall may be easier. Changes in context may be beneficial through generalization or harmful through interference. Knowledge acquired in one context may be difficult to recover in another context. Contextual synergies are impossible to predict. This is why employing knowledge darwinism maximizes the use of variability in the context (high generalization, high coherence), and simplicity of memories that serves stabilization.
Your learning should focus on producing a precise memory trace that will be universally recoverable in varying contexts. For example, if you want to learn the word informavore, you should not ask How can I call John? He eats knowledge for breakfast. This definition is too context-dependent. Even if it is easy to remember, it may later appear useless. Better ask: How do I call a person who devours information?. Now, even if you always ask the same question in the same context, you are likely to correctly use the word informavore when in need.
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