The Science
7spell is scientifically designed, and utilizes principles based on decades of research in learning, retention, and psychology. Here is a summary of the theory and research behind 7spell's effectiveness.
Craik, F., and Tulving, E. "Depth of processing and the retention of words in episodic memory." Journal of Experimental Psychology: General, Vol 104(3) (1975): 268-294. Print and PDF. http://dx.doi.org/10.1037/0096-3445.104.3.268
In this seminal study performed at the University of Toronto, Canada, the authors performed a series of tests in which they gave the study participants a sequence of words to learn, with information related to each word as it appeared in order. They discovered that when the information provided stimulated the participant's brain to process the word on a more involved level (referred to as "deep encoding" or "degree of elaboration" in the study), that word was more effectively learned and remembered. With 7spell, the user is given a wide range of additional information about each spelling word, including the word's definition - one of the key factors in enhanced memory, according to this study - as well as usage examples, synonyms, and antonyms.
Garcia, S.M., Tor, A., and Schiff, T.M. "The Psychology of Competition: A Social Comparison Perspective." Perspectives on Psychological Science, November 2013, 8(6):634-650. Print and web. http://dx.doi.org/10.1177/1745691613504114
Each person is influenced by a unique set of factors related to their own status and progress towards goals, but is also affected to a greater or lesser degree by the achievements and perceived standards of the people around them. This analysis of past and current studies looks at the way people view and are motivated by individual goals as well as societal achievement (competition). The authors conclude that effective use of motivational strategies must take both into account. This is something that 7spell accomplishes by providing each user with the ability to set personal goals, earn reward points, and view their own progress tracking reports, and also to publish all of those results on public social media platforms.
Kivetz, R., Urminsky, O., and Zheng, Y. "The Goal-Gradient Hypothesis Resurrected: Purchase Acceleration, Illusionary Goal Progress, and Customer Retention." Journal of Marketing Research, February 2006, 43(1):39-58. Web. http://dx.doi.org/10.1509/jmkr.43.1.39
In a study focusing on the influence of reward-scheme programs on behavior, the authors found that when people see visible progress towards their goals they are more likely to increase the activity required to reach those goals. The study also confirms that most people are also motivated by receiving rewards for completing specific activities, even if those rewards are not immediately transferable to actual material or monetary benefits. Status points, rewards, and real-time progress tracking are all methods used in 7spell to encourage frequent spelling practice by awarding points for the completion of exercises and activities. Because the user can access their progress charts at any time, they will always be able to see how close they are to achieving their personal spelling goals.
Buton, M., Winterbauer, N., and Todd, T. "Relapse processes after the extinction of instrumental learning: Renewal, resurgence, and reacquisition." Behavioural Processes, May 2012, 90(1): 130–141. Print and web. http://dx.doi.org/10.1016/j.beproc.2012.03.004
Instrumental learning, also called "operant conditioning," is a method by which behaviors are learned in connection with a stimulus, a reward, or both. In this research done at the University of Vermont, the authors studied the ways in which the information connected to a specific behavior is retained when the stimulus is removed, and how subsequent repetition or reward reinforces information recall and a resumption of previously learned behaviors. They conclude that there are two primary methods of reinforcing active memory and behavior: by creating a different way to test the subject's memory, and by providing the opportunity for intensive focused repetition of that stimulus-behavior response. These two methods are widely used in the 7spell activities and games to create the link between instruction and memory that is so crucial in effective spelling learning on the student's part.
Xue, G., Mei, L., Chen, C., Lu, Z-L., Poldrack, R., Dong, Q. "Spaced Learning Enhances Subsequent Recognition Memory by Reducing Neural Repetition Suppression." Journal of Cognitive Neuroscience 2011;23(7):1624-1633. Print and web. http://doi:10.1162/jocn.2010.21532
In this study comparing long-term and short-term memory, the study authors tested the neural activity of participants as they memorized a set of images. Half of the study participants used massed learning techniques, in which each new image was presented multiple times in a row; the other half were given the images in a spaced repetition mode, where the images were shown in alternating order. Although each participant saw each image the same number of times, the people in the spaced-repetition exercise were able to accurately remember more images, and for a longer period of time. Repetition is a key technique in learning spelling, and 7spell incorporates spaced repetition in two ways. First, the system uses randomized selection of spelling words from the user's current list to populate the activities and exercises, ensuring an interval between word reviews. Second, the system's Word Discover feature provides pop-up instant review of the words on that list, again in random order. By providing users with multiple opportunities throughout the day to read and review their words, 7spell provides all of the benefits of the spaced repetition methodology in its spelling instruction.
Blocki, J., Cranor, L., Datta, A., and Komanduri, S. "Spaced Repetition and Mnemonics Enable Recall of Multiple Strong Passwords." Cornell University Library, January 3, 2015. PDF. http://arxiv.org/abs/1410.1490v2
Spaced repetition is a memory training tool that relies on frequent and consistent review of information; mnemonics is a memory technique that involves multiple ways of looking at that information, such as the incorporation of images or story lines. Researchers at Carnegie Mellon University focused on the combination of spaced repetition and mnemonics in evaluating how best to train people to remember specific pieces of information: computer passwords. They found that by combining the two methodologies, the results in both ease of learning and retention were increased. 7spell uses each method separately and together to help users learn and remember new spelling words by using the same words in multiple exercises, presenting spelling words in a variety of formats, and encouraging users to add information related to each word to make a personal connection that helps them to remember that word and its correct spelling.
by Michael Stavropoulos
Learning our mother tongue is easy and takes a few years to be able to talk about the basics of the world we live in. When we learn a foreign language, though, things get more complicated. We have a number of obstacles to overcome. At first, learning is facilitated as we connect our new words with everyday objects, real things. But as our lexical input increases, we often stumble on obstacles. “What’s the right word for this?” we wonder. Or we learn a vocabulary item, but a few days or weeks later we can no longer remember it, especially when we need this word to do a speaking or writing task where we can produce language and prove we have made progress.
My teaching experience has shown me there are a few methods we can use to boost our lexical learning capacity and our ability to remember and retrieve the right word at the right time. Here are a few things I tell my students to do:
When first learning a new word, never learn only its translation into your first language; this is a common mistake made by many students who are in a hurry or who have never been shown another way. The reason for this is that words have connotations: in other words, they carry “feelings” and “colours” with them. Does the same word carry the same “feelings” and “colours” in our first language? Maybe yes, but more often than not, no.
“So”, my students say, “let’s say we don’t learn the translation only. What should we study?”
Here is my answer: “Always use a good monolingual dictionary that will have an accurate definition of the word. Study this definition carefully, but you need not learn it by heart as you will rarely be asked to define a word in any real context in everyday life.
“And why should we study something we will not learn?” they go.
“Because by reading the definition, you keep in your mind all -or most of- the essential knowledge you need to know about this word”.
“And then what?” they say.
“Every good monolingual dictionary will always have an example of how the word is used. Study it. Carefully. Repeatedly. Notice other words in the example that you can connect with the target word i.e. the word you are trying to learn. If you want, learn the example by heart. This will not do you any harm. If you learn things more easily by writing them down, then write the example down in a vocabulary notebook. If you can dedicate more time to this, write your own sentence with this word: this will enable you to connect the new word in your memory with a personal experience you may have had, somebody you know or any connection that is uniquely meaningful to you and your mind.”
My students look at me in disbelief. “It’s not right that learning a word should take so much time.” The class laughs.
“You may be right about the time”, I say. “But it is time well-spent and time saved.”
And I always finish this didactic conversation with my classes with a bang:
To paraphrase Ludwig Wittgenstein: “The meaning of a word is its use”. Prove to me you can put the word in the right context and I will know you have really learnt the word.
Cross-posted on the Vocabulary Software blog.
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