Abstract
Commentary: Spacing as the friend of both memory and induction in young and older adults.
Highlights
Inductive learning requires abstracting concepts and categories from examples, that is, learning to generalize examples
Results show that inductive learning was better following a spaced presentation rather than a massed presentation and that this finding was independent of age
Kornell et al (2010) argue that spacing effectively promoted inductive learning in aging since older adults were able to maintain conceptual memories of a painter’s style and form and maintain the sort of gist-based memories that support concept learning via spaced practice
Summary
Inductive learning requires abstracting concepts and categories from examples, that is, learning to generalize examples. The paper by Kornell et al (2010) examined the influence of spacing or distributed practice on inductive learning in a group of younger and older adults. Results show that inductive learning was better following a spaced presentation rather than a massed presentation and that this finding was independent of age.
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