One of the great advantages of using acowtancy.com is that we spent 5 years researching the science behind how adults learn with specific reference to exams
You now take the benefit of this
We looked at the results of the scientific tests regarding effective learning techniques (see table below) and incorporated the findings into the design of the site. You have at your disposal now, the most cutting-edge, scientifically proven, time effective way to learn your subject matter. All you need to do is follow the system
Theory | ||
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Ebbinghaus curve of forgetting | Tracing the Trajectory of Skill Learning | Massed Learning v Spaced Learning |
What it teaches us | ||
We forget new information at the following alarming rates:
To counteract this we should revise materials at key points and the forgetting curve is minimalised. These points are immediately after, 24 hours, 1 week, 1 month, just before the exam |
854,064 people learning an on-line game were studied.
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Massed Learning (cramming) can lead to over-confidence as large chunks of material are "learned" in a short space of time. This is dangerous because only small amounts are retained over a longer period. Spaced Learning (re-learning after short time-spans) leads to greater retention. This is magnified further when the learning is backed up by "testing" of the re-call |
How acowtancy.com applies it | ||
The classroom section builds in these key review points automatically into your study plan |
Classroom works on teaching you by covering past exam questions - practise what you will actually be tested on It then recaps in specifically chosen phased gaps It also lends more weight to the more commonly examined topics |
Classroom is split into specifically structured mini sessions The mini session is structured in a diagrammatic style to aid remembering - and also focuses on learning by doing Each mini session has illustrations and past exam questions built in |
Reference | ||
Memory: A Contribution to Experimental Psychology, Herman Ebbinghaus |
Tom Stafford and Michael Dewar; Dept of Psychology; University of Sheffield |
Ed Cooke and Greg Dentre |