TY  - CHAP
AB  - 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.
VL  - 4
SN  - 978-1-78350-821-1, 978-1-78350-822-8/2048-0458
DO  - 10.1108/S2048-045820140000004000
UR  - https://doi.org/10.1108/S2048-045820140000004000
PY  - 2014
Y1  - 2014/01/01
TI  - Spacing theory
T2  - Theoretical Models of Learning and Literacy Development
T3  - Literacy Research, Practice and Evaluation
PB  - Emerald Group Publishing Limited
SP  - 31
EP  - 56
Y2  - 2024/04/24
ER  -