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Spacing theory

Theoretical Models of Learning and Literacy Development

ISBN: 978-1-78350-821-1, eISBN: 978-1-78350-822-8

Publication date: 10 July 2014

Abstract

Purpose

This chapter describes how the anticipation of connected content relegates cognitive spacing, which opens the possibility for schema acquisition. Information organization does not simply involve putting new data into folders, but instead cognitively preparing for knowledge development.

Design/methodology/approach

Understanding information input and output is central to providing meaningful instructional opportunities. This chapter describes the three phrases of cognitive spacing: ready, set, and go.

Findings

Information organization does not simply involve putting new data into folders, but instead cognitively preparing for knowledge development. This is accomplished by ongoing reorganizations where new information, known information, and assumed information are evaluated against current stimuli. The subsequent shifts in understanding are the fundamental crux to instilling lifelong learning within students.

Relevancy

The importance of spacing theory in literacy development is significant to skill development and content acquisition.

Keywords

Citation

(2014), "Spacing theory", Theoretical Models of Learning and Literacy Development (Literacy Research, Practice and Evaluation, Vol. 4), Emerald Group Publishing Limited, Leeds, pp. 31-56. https://doi.org/10.1108/S2048-045820140000004000

Publisher

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Emerald Group Publishing Limited