Do intelligent students learn
faster? The article
presented below seems to indicate that your IQ does not
really matter much in learning with SuperMemo! The conclusions for you, the user of SuperMemo:
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The authors have been investigating the applications of repetition spacing algorithms in learning (note that SuperMemo algorithm is a repetition spacing algorithm). As significant variations in the speed of learning have been observed among the tested students, the question has been raised about the possibility of finding a correlation between the components of intelligence and personality and various measures of the learning process in a group of students.
In the presented study, thirteen different measures of the learning process have been juxtaposed against fourteen components of intelligence as measured by the Wechsler test for Polish population. Thirty students participated in the test. Their IQ has been measured and they all have been subject to a learning process based on repetition spacing lasting twelve months.
Earlier studies have shown that such a learning process, when based on self-grading, often shows surprising negative correlation between the measured knowledge retention and final knowledge tests. Better students, i.e. those who fared well in the final test, have consistently showed lowered retention measurements throughout the learning process. In self-grading procedure, it appears that more critical students provide lower grades at repetitions and consequently show lower retention as measured by SuperMemo (i.e. not necessarily lower retention in general); however, their self-criticism and increased repetition workload make them fare better in verification tests.
In the presented study, the authors have been looking for correlates between the parameters of the learning process and various components of intelligence. No significant correlates have been found. This seems to indicate remote relationship between the overall intelligence and the learning process that is probably most visibly affected by motivational factors. Additionally, memory-related components of intelligence do not play a visibly more significant role in learning than other components. This indicates that the basic memory properties of individuals are much less varied in a population than other factors affecting learning such as motivation or persistence.
Description of the measures of the learning process:
Last | The date of the latest scheduled repetition after 12 months of learning |
1.3s | The number of items causing significant difficulties in learning |
Burden | The measure of the average number of repetitions per day |
Grade | The average grade given in repetitions (0..5 scale) |
Lapses | The number of times an average item has been forgotten |
Cases | The total number of repetitions made in the entire learning period |
Retention | The average retention throughout the learning process |
Day/Rep | The average interval between repetitions of an average item |
Interval | The average interval between repetitions at the moment of completing the process of repetitions |
Factor | The average difficulty of items as measured at repetitions |
Rep | The average number of repetitions afforded an average item in the learning period |
Workload | The average time spent on repetitions per day |
Time | The average time spent for a single repetition |
Learning-Intelligence correlation coefficients (absolute values).
All rows and columns have been sorted for the highest averages (best correlates at the top-left).
Highest correlation has been found for the following pairs:
- picture ordering vs. latest repetition
- dictionary test vs. the number of most intractable items
- similarities test vs. average number of repetitions per day
No absolute value of any single correlation coefficient has passed the 0.5 barrier. Most notably, the correlation between the overall IQ and the retention was nearly zero!
test/parameter |
Last |
1.3s |
Burden |
Grade |
Lapses |
Cases |
Retention |
Day/Rep |
Interval |
Factor |
Rep |
Workload |
Time |
Average |
Maximum |
|
similarities |
0.251435 |
0.115108 |
0.186151 |
0.357474 |
0.192339 |
0.044872 |
0.217379 |
0.446996 |
0.33504 |
0.02327 |
0.126113 |
0.096549 |
0.292984 |
0.219493 |
0.446996 |
|
dictionary |
0.19587 |
0.447874 |
0.085428 |
0.201719 |
0.274271 |
0.3069 |
0.261952 |
0.245754 |
0.109595 |
0.360766 |
0.129229 |
0.010174 |
0.041797 |
0.196172 |
0.447874 |
|
ordering pictures |
0.459928 |
0.007164 |
0.280348 |
0.355465 |
0.104795 |
0.0405 |
0.101342 |
0.325604 |
0.232347 |
0.172744 |
0.098151 |
0.19341 |
0.152299 |
0.191012 |
0.459928 |
|
understanding |
0.158112 |
0.32479 |
0.1063 |
0.219757 |
0.237604 |
0.255267 |
0.205431 |
0.0492 |
0.10988 |
0.219496 |
0.179659 |
0.148656 |
0.083561 |
0.1575 |
0.32479 |
|
math |
0.158216 |
0.220544 |
0.003081 |
0.067041 |
0.293845 |
0.280389 |
0.172424 |
0.093783 |
0.138667 |
0.139241 |
0.064291 |
0.112015 |
0.189514 |
0.150478 |
0.293845 |
|
repeating digits |
0.118939 |
0.03909 |
0.260202 |
0.08776 |
0.098316 |
0.034617 |
0.255651 |
0.050837 |
0.252497 |
0.11774 |
0.0698 |
0.296262 |
0.119755 |
0.134654 |
0.296262 |
|
knowledge |
0.303862 |
0.243793 |
0.080728 |
0.048178 |
0.143129 |
0.203255 |
0.161296 |
0.182687 |
0.119038 |
0.046969 |
0.076874 |
0.039605 |
0.12319 |
0.132473 |
0.303862 |
|
missing pictures |
0.246656 |
0.087238 |
0.285121 |
0.239839 |
0.053011 |
0.02366 |
0.01551 |
0.209288 |
0.159637 |
0.026145 |
0.133331 |
0.210475 |
0.01678 |
0.131344 |
0.285121 |
|
non-verbal scale |
0.287654 |
0.126439 |
0.2887 |
0.242132 |
0.079844 |
0.056562 |
0.008464 |
0.03229 |
0.072185 |
0.058815 |
0.127781 |
0.206032 |
0.047984 |
0.118959 |
0.2887 |
|
verbal scale |
0.068362 |
0.263983 |
0.14222 |
0.089241 |
0.145248 |
0.10665 |
0.267287 |
0.006614 |
0.0153 |
0.198578 |
0.032647 |
0.063951 |
0.18209 |
0.118753 |
0.267287 |
|
IQ |
0.042247 |
0.125142 |
0.171178 |
0.065187 |
0.158327 |
0.147416 |
0.025154 |
0.065028 |
0.029696 |
0.156907 |
0.123413 |
0.201409 |
0.230099 |
0.11278 |
0.230099 |
|
digit symbols |
0.005454 |
0.198295 |
0.003 |
0.06796 |
0.014984 |
0.176467 |
0.088343 |
0.154987 |
0.188677 |
0.118531 |
0.343025 |
0.00761 |
0.016567 |
0.10832 |
0.343025 |
|
bricks |
0.212143 |
0.000299 |
0.106088 |
0.040137 |
0.04751 |
0.139224 |
0.066777 |
0.000828 |
0.003613 |
0.105972 |
0.16183 |
0.010296 |
0.099978 |
0.09095 |
0.331007 |
|
puzzles |
0.007805 |
0.051645 |
0.17159 |
0.065381 |
0.103362 |
0.114531 |
0.052283 |
0.013961 |
0.054225 |
0.041374 |
0.110118 |
0.164811 |
0.056728 |
0.076434 |
0.17159 |
|
Average coefficient |
0.179763 |
0.160815 |
0.15501 |
0.153376 |
0.139042 |
0.137879 |
0.135664 |
0.134133 |
0.130028 |
0.127611 |
0.126876 |
0.125804 |
0.118095 |
0.320742 |
||
Maximum correlation |
0.459928 |
0.447874 |
0.2887 |
0.357474 |
0.293845 |
0.3069 |
0.267287 |
0.446996 |
0.33504 |
0.360766 |
0.343025 |
0.296262 |
0.292984 |
0.219493 |
0.459928 |
For more on the same subject see: Analysis of data collected from a group of students using an algorithm for spaced repetition