325:. This is a particular kind of asymmetric two-sided card; abstractly, such a card has three fields, Q, A, A*, where Q & A are reversed on flipping, but A* is always in the answer – the two "sides" are thus Q/A,A* and A/Q,A*. Concretely, these are most used for learning foreign vocabulary where the foreign pronunciation is not transparent from the foreign writing – in this case the Question is the native word, the Answer is the foreign word (written), and the pronunciation is always part of the answer (Answer*). This is particularly the case for
251:
723:
196:. Newly introduced and more difficult flashcards are shown more frequently while older and less difficult flashcards are shown less frequently. The use of spaced repetition has been shown to increase rate of learning. Although the principle is useful in many contexts, spaced repetition is commonly applied in contexts in which a learner must acquire a large number of items and retain them indefinitely in memory. It is, therefore, well suited for the problem of
209:
47:
236:(How to learn to learn), the schedule of repetition was governed by the size of the partitions in the learning box. These were 1, 2, 5, 8 and 14 cm. Only when a partition became full was the learner to review some of the cards it contained, moving them forward or back depending on whether they remembered them.
231:
In this method, flashcards are sorted into groups according to how well the learner knows each one in the
Leitner's learning box. The learners try to recall the solution written on a flashcard. If they succeed, they send the card to the next group. If they fail, they send it back to the first group.
350:
The purpose of three-sided cards is to provide the benefits of two-sided cards – ease of authoring (enter data once to create two cards), synchronized updates (changes to one are reflected in the other), and spacing between opposite sides (so opposite sides of the same card are not tested too close
277:
Physical flashcards are two-sided; in some contexts one wishes to correctly produce the opposite side upon being presented with either side, such as in foreign language vocabulary; in other contexts one is content to go in only one direction, such as in producing a poem given its title or
282:(opening). For physical flashcards, one may either use a single card, flipping it according to the direction, or two parallel decks, such as one English-Japanese and one Japanese-English. They have a number of uses and can be simple or elaborate depending on the user.
107:. Cards that the learner knows are promoted to a box for less frequent review (indicated by green arrows); cards for which the learner has forgotten the meaning are demoted to be studied more frequently (indicated by red arrows).
146:
is increased when some of the learning period is devoted to retrieving the information through testing with proper feedback. Study habits affect the rate at which a flashcard-user learns, and proper
354:
One can generalize this principle to an arbitrary number of data fields associated with a single record, with each field representing a different aspect of a fact or bundle of facts.
216:, correctly answered cards are advanced to the next, less frequent box, while incorrectly answered cards return to the first box for more aggressive review and repetition.
166:– how does one use the cards, in particular, how frequently does one review, and how does one react to errors, either complete failures to recall or mistakes? Various
397:
program and algorithm (specifically the SM-2 algorithm, which is the most popular in other programs) was introduced on
December 13, 1987, by Polish researcher
654:
232:
Each succeeding group has a longer period of time before the learner is required to revisit the cards. In
Leitner's original method, published in his book
127:. Each flashcard typically bears a question or definition on one side and an answer or target term on the other. Flashcards are often used to memorize
131:, historical dates, formulae or any subject matter that can be learned via a question-and-answer format. Flashcards can be virtual (part of a
228:
in the 1970s. It is a simple implementation of the principle of spaced repetition, where cards are reviewed at increasing intervals.
593:
83:
200:
acquisition in the course of second language learning. Spaced repetition software has been developed to aid the learning process.
100:
607:
192:
technique which incorporates increasing time intervals between each review of a flashcard in order to exploit the psychological
647:
162:: given a prompt, one produces the answer. Beyond the content of cards, which are collected in decks, there is the question of
574:
261:
to review a mathematical formula. First, only the question is displayed. Then the answer is displayed too, for verification.
57:
850:
619:
398:
344:
640:
255:
245:
132:
65:
907:
321:
Physical flashcards are necessarily two-sided. A variant, found in electronic flashcards, is what is known as a
420:"Mechanisms behind the testing effect: an empirical investigation of retrieval practice in meaningful learning"
250:
189:
224:
is a widely used method of efficiently using flashcards that was proposed by the German science journalist
605:
3. Account of research leading to the SuperMemo method, 3.1. The approximate function of optimal intervals
722:
799:
556:
500:
712:
616:
3.2. Application of a computer to improve the results obtained in working with the SuperMemo method
570:
371:
866:
835:
490:
269:
and online services) available for creating and using virtual flashcards as an aid to learning.
845:
774:
677:
663:
589:
568:
The
Clumsiest People in Europe: Or, Mrs. Mortimer's Bad-Tempered Guide to the Victorian World,
526:
459:
441:
386:
337:
326:
225:
183:
171:
147:
692:
516:
508:
449:
431:
330:
208:
143:
881:
876:
871:
759:
739:
611:
258:
28:
504:
731:
707:
687:
682:
521:
478:
454:
419:
382:
221:
213:
193:
174:– increasing the time intervals between reviews whenever a card is recalled correctly.
139:
104:
552:
901:
840:
779:
159:
604:
124:
886:
754:
266:
120:
35:
291:
615:
197:
128:
445:
436:
814:
804:
749:
394:
530:
463:
374:
being credited by some as the first flashcards. Previously, a single-sided
17:
789:
769:
764:
479:"The right time to learn: mechanisms and optimization of spaced learning"
385:
for scheduling flashcards was introduced by German scientific journalist
375:
512:
809:
794:
784:
367:
279:
362:
Paper flashcards have been used since at least the 19th century, with
99:
744:
702:
632:
34:
For the form of digital memory sometimes called a "flash card", see
553:
Adding images, sounds, mathematical formulas, and three-sided cards
495:
343:, but can also be used for other non-phonetic spellings, including
819:
340:
333:
249:
586:
So lernt man lernen. Der Weg zum Erfolg (How to learn to learn),
391:
So lernt man lernen. Der Weg zum Erfolg (How to learn to learn),
636:
40:
477:
Smolen, Paul; Zhang, Yili; Byrne, John H. (25 January 2016).
543:"Human Memory: Theory and Practice", Alan D. Baddeley, 1997
626:
Master's Thesis, University of
Technology in Poznan, 1990.
123:
on both sides, which is intended to be used as an aid in
351:
together) – without the card needing to be symmetric.
290:
An
English-speaking student learning the Chinese word
859:
828:
730:
670:
60:for grammar, style, cohesion, tone, or spelling
648:
418:Endres, Tino; Renkl, Alexander (2015-07-24).
265:There is a wide range of software (including
8:
378:had been used for early literacy education.
655:
641:
633:
158:Flashcards exercise the mental process of
573:, foreword by Todd Pruzan, 2006 edition,
520:
494:
453:
435:
170:have been developed, mostly based around
84:Learn how and when to remove this message
207:
150:has been proven to accelerate learning.
98:
410:
254:Example of a virtual flashcard: using
103:A set of flashcards demonstrating the
138:Flashcards are an application of the
7:
389:in the 1970s, specifically his 1972
25:
721:
45:
370:flashcards by English educator
1:
345:English as a second language
167:
96:Tool for systematic learning
588:Freiburg i. Br. 1972/2003,
483:Nature Reviews Neuroscience
924:
246:List of flashcard software
243:
181:
33:
26:
719:
624:Optimization of learning,
294:(rén, person or people):
437:10.3389/fpsyg.2015.01054
188:Spaced repetition is an
27:Not to be confused with
424:Frontiers in Psychology
190:evidence-based learning
262:
217:
108:
557:The Mnemosyne Project
253:
211:
148:spacing of flashcards
102:
364:Reading Disentangled
713:Incremental reading
571:Favell Lee Mortimer
513:10.1038/nrn.2015.18
505:2016arXiv160608370S
372:Favell Lee Mortimer
234:So lernt man Lernen
142:− the finding that
867:Hermann Ebbinghaus
836:Hermann Ebbinghaus
610:2019-03-09 at the
327:Chinese characters
263:
256:flashcard software
218:
133:flashcard software
119:is a card bearing
109:
64:You can assist by
895:
894:
846:Sebastian Leitner
775:eSpindle Learning
678:Spaced repetition
664:Spaced repetition
387:Sebastian Leitner
366:(1834), a set of
317:Three-sided cards
226:Sebastian Leitner
184:Spaced repetition
178:Spaced repetition
172:spaced repetition
94:
93:
86:
16:(Redirected from
915:
908:Learning methods
725:
693:Forgetting curve
657:
650:
643:
634:
627:
602:
596:
583:
577:
565:
559:
550:
544:
541:
535:
534:
524:
498:
474:
468:
467:
457:
439:
415:
323:three-sided card
144:long-term memory
135:), or physical.
89:
82:
78:
75:
69:
49:
48:
41:
21:
923:
922:
918:
917:
916:
914:
913:
912:
898:
897:
896:
891:
882:Cecil Alec Mace
877:Robert A. Bjork
872:Thomas Landauer
855:
824:
726:
717:
666:
661:
631:
630:
612:Wayback Machine
603:
599:
584:
580:
566:
562:
551:
547:
542:
538:
476:
475:
471:
417:
416:
412:
407:
360:
319:
288:
275:
273:Two-sided cards
248:
242:
206:
186:
180:
156:
97:
90:
79:
73:
70:
63:
50:
46:
39:
32:
29:Flash cartridge
23:
22:
15:
12:
11:
5:
921:
919:
911:
910:
900:
899:
893:
892:
890:
889:
884:
879:
874:
869:
863:
861:
857:
856:
854:
853:
848:
843:
838:
832:
830:
826:
825:
823:
822:
817:
812:
807:
802:
797:
792:
787:
782:
777:
772:
767:
762:
757:
752:
747:
742:
736:
734:
732:Study software
728:
727:
720:
718:
716:
715:
710:
708:Leitner system
705:
700:
695:
690:
688:Testing effect
685:
683:Spacing effect
680:
674:
672:
668:
667:
662:
660:
659:
652:
645:
637:
629:
628:
597:
578:
560:
545:
536:
469:
409:
408:
406:
403:
383:Leitner system
359:
356:
318:
315:
314:
313:
312:A: rén, person
310:
303:
302:
299:
287:
284:
274:
271:
244:Main article:
241:
238:
222:Leitner system
214:Leitner system
205:
204:Leitner system
202:
194:spacing effect
182:Main article:
179:
176:
155:
152:
140:testing effect
105:Leitner system
95:
92:
91:
53:
51:
44:
24:
14:
13:
10:
9:
6:
4:
3:
2:
920:
909:
906:
905:
903:
888:
885:
883:
880:
878:
875:
873:
870:
868:
865:
864:
862:
858:
852:
851:Piotr Woźniak
849:
847:
844:
842:
841:Paul Pimsleur
839:
837:
834:
833:
831:
829:Practitioners
827:
821:
818:
816:
813:
811:
808:
806:
803:
801:
798:
796:
793:
791:
788:
786:
783:
781:
780:Hello English
778:
776:
773:
771:
768:
766:
763:
761:
758:
756:
753:
751:
748:
746:
743:
741:
738:
737:
735:
733:
729:
724:
714:
711:
709:
706:
704:
701:
699:
696:
694:
691:
689:
686:
684:
681:
679:
676:
675:
673:
669:
665:
658:
653:
651:
646:
644:
639:
638:
635:
625:
621:
620:P. A. Wozniak
617:
613:
609:
606:
601:
598:
595:
594:3-451-05060-9
591:
587:
582:
579:
576:
572:
569:
564:
561:
558:
554:
549:
546:
540:
537:
532:
528:
523:
518:
514:
510:
506:
502:
497:
492:
488:
484:
480:
473:
470:
465:
461:
456:
451:
447:
443:
438:
433:
429:
425:
421:
414:
411:
404:
402:
400:
399:Piotr Woźniak
396:
392:
388:
384:
379:
377:
373:
369:
365:
357:
355:
352:
348:
346:
342:
339:
335:
332:
328:
324:
316:
311:
308:
307:
306:
300:
297:
296:
295:
293:
285:
283:
281:
272:
270:
268:
260:
257:
252:
247:
239:
237:
235:
229:
227:
223:
215:
210:
203:
201:
199:
195:
191:
185:
177:
175:
173:
169:
165:
161:
160:active recall
153:
151:
149:
145:
141:
136:
134:
130:
126:
122:
118:
114:
106:
101:
88:
85:
77:
67:
61:
59:
54:This article
52:
43:
42:
37:
30:
19:
697:
623:
600:
585:
581:
567:
563:
548:
539:
489:(2): 77–88.
486:
482:
472:
427:
423:
413:
390:
380:
363:
361:
353:
349:
322:
320:
304:
289:
276:
264:
233:
230:
219:
187:
163:
157:
137:
125:memorization
116:
112:
110:
80:
74:October 2023
71:
58:copy editing
56:may require
55:
887:Hal Pashler
860:Researchers
755:Course Hero
267:open source
121:information
36:Memory card
496:1606.08370
405:References
393:while the
198:vocabulary
129:vocabulary
117:flash card
66:editing it
18:Flashcards
815:SuperMemo
805:OpenCards
800:Mnemosyne
750:Cobocards
698:Flashcard
446:1664-1078
395:SuperMemo
305:Reverse:
301:A: 人, rén
298:Q: person
113:flashcard
902:Category
790:Lingopie
770:Duolingo
765:Cram.com
671:Concepts
608:Archived
531:26806627
464:26257696
430:: 1054.
376:hornbook
338:Japanese
329:, as in
240:Software
810:Quizlet
795:Memrise
785:Kahoot!
522:5126970
501:Bibcode
455:4513285
368:phonics
358:History
331:Chinese
286:Example
280:incipit
212:In the
168:systems
745:Cerego
703:Memory
592:
529:
519:
462:
452:
444:
820:Synap
491:arXiv
341:kanji
334:hanzi
760:Cram
740:Anki
614:and
590:ISBN
575:p. 5
527:PMID
460:PMID
442:ISSN
381:The
336:and
309:Q: 人
259:Anki
220:The
555:on
517:PMC
509:doi
450:PMC
432:doi
164:use
154:Use
115:or
904::
622:,
618:,
525:.
515:.
507:.
499:.
487:17
485:.
481:.
458:.
448:.
440:.
426:.
422:.
401:.
347:.
111:A
656:e
649:t
642:v
533:.
511::
503::
493::
466:.
434::
428:6
292:人
87:)
81:(
76:)
72:(
68:.
62:.
38:.
31:.
20:)
Text is available under the Creative Commons Attribution-ShareAlike License. Additional terms may apply.
