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Adaptive generation of spacing intervals in learning using response times improves learning relative to both adaptive systems that do not use response times and fixed spacing schemes (Mettler, Massey & Kellman, 2016). Studies have often used limited presentations (e.g., 4) of each learning item. Does adaptive practice benefit learning if items are presented until attainment of objective mastery criteria? Does it matter if mastered items drop out of the active learning set? We compared adaptive and non-adaptive spacing under conditions of mastery and dropout. Experiment 1 compared random presentation order with no dropout to adaptive spacing and mastery using the ARTS (Adaptive Response-time-based Sequencing) system. Adaptive spacing produced better retention than random presentation. Experiment 2 showed clear learning advantages for adaptive spacing compared to random schedules that also included dropout. Adaptive spacing performs better than random schedules of practice, including when learning proceeds to mastery and items drop out when mastered. 

Spacing presentations of learning items across time improves memory relative to massed schedules of practice – the well-known spacing effect. Spaced practice can be further enhanced by adaptively scheduling the presentation of learning items to deliver customized spacing intervals for individual items and learners. ARTS - Adaptive Response-time-based Sequencing (Mettler, Massey, & Kellman 2016) determines spacing dynamically in relation to each learner’s ongoing speed and accuracy in interactive learning trials. We demonstrate the effectiveness of ARTS when applied to chemistry nomenclature in community college chemistry courses by comparing adaptive schedules to fixed schedules consisting of continuously expanding spacing intervals. Adaptive spacing enhanced the efficiency and durability of learning, with learning gains persisting after a two-week delay and generalizing to a standardized assessment of chemistry knowledge after 2-3 months. Two additional experiments confirmed and extended these results in both laboratory and community college settings. 

Research has shown that estimation of correlation from scatter plots is done poorly by both novices and experts. We tested whether proficiency in correlation estimation could be improved by perceptual learning interventions, in the form of perceptual-adaptive learning modules (PALMs). We also tested learning effects of alternative category structures in perceptual learning. We organized the same set of 252 scatter plot displays either into a PALM that implemented spacing in learning by shape categories or one in which the categories were ranges of correlation strength. Both PALMs produced markedly reduced errors, and both led trained participants to classify near transfer items as accurately as trained items. Differences in category organization produced modest effects on learning; there was some indication of more consistent reduction of absolute error when learning categories were organized by shape, whereas average bias of judgments was best reduced by categories organized by different numerical ranges of correlation.