Theory of Iterative Learning
Vincent U. Laurente1
1
Institute of Mathematical Sciences and Physics, University of the Philippines, Los Baños
Theory of Iterative Learning states that:
“A human can learn through repetitive processes, or iterations, yet can render better (or different)
outcome from the previous one.”
Theoretical bases
Hebbian Learning (Donald Hebb, 2005)
By learning through repetitions, information is retained in the memory more effectively.
Zone of Proximal Development (Lev Vygotsky, 1978)
Previous knowledge is part of the learning process.
Claims:
1. A higher level of knowledge or skill can be derived from a prior knowledge with the same series of
instructions or methods used repeatedly.
2. When an error is committed, in order to arrive with the desired outcome, the individual may choose to:
a. continue with the current series of instructions by brute force; or
b. proceed with alternative series of instructions.
Evidences of iterative learning in various fields
In literature and language
In a related study, Azizzadeh and Dobakhti (2015) focused on implementing task repetition on
narrative writing tasks and investigated its effects on the complexity and accuracy of learner’s performance
through pre-test and post-test. With regards to complexity, findings show that the learners, who were
engaged in repetitive practice of narrative writing tasks, produced more complex narrative writing than
those who were not (Azizzadeh and Dobakhti, 2015).
In mathematics
From Foster’s study, students are taught to use an expression polygon
etude (Foster, 2018), an alternative procedure in solving sets of linear equations.
In this procedure, each line joining two expressions indicates that they are
equated, and the initial task for students is to solve the six equations produced,
writing each solution next to the appropriate line.
The follow-up procedure leads to a challenge: “Can you make up an
expression polygon of your own that has a nice, neat set of solutions?” (Foster,
2018). This experimentation results to extensive practice in solving linear
equations, where students were able to generate another equation polygon with
different solution set by working backwards with the procedure that they used Fig. 1 Expression polygons
etude. (from Foster, 2018)
in the above equation polygon from their initial task.
In science
Mayer (1983) investigated the qualitative effects of repetition on learning from science prose.
Female college students who did not have strong backgrounds in natural science were tasked to listen to a
short passage on Ohm’s Law (Physics concept) either 1, 2 or 3 times. Overall amount recalled increased
with number of presentations. Information about conceptual principles were sharply retained with more
repetitions, but no improvements were observed in recalling formal equations and concrete analogies
(Mayer, 1983). Further, problem-solving skills improved with increasing number of repeats, but verbatim
recognition declined (Mayer, 1983). Notice that repetition can implicit change either positively or
negatively. Either way, the students’ level of knowledge changed by implementing repetition.
Implications on education
For the students:
1. Mastery is better than familiarity.
2. Practice dealing with problems by starting from simple tasks to more complex tasks.
3. Look for alternative ways when stuck with a problem or situation.
4. Learn to be persistent in solving problems.
For the teachers:
5. Train students to deal with problems of varying (or increasing) complexity and difficulty.
6. Start from easy tasks to more complex tasks.
7. Give them opportunities to innovate and to make great choices in dealing with problems.
8. Provide options/alternatives for the students.
Extension of the study
A learning routine called spaced repetition (Kang, 2016)
suggests that information or knowledge from learning is retained
more effectively by spacing out the time or interval between
subsequent reviews or practices. In this way, instructional time is
utilized optimally. Findings show that by inserting the lags (Fig. 2)
between review or practice times better enhances diverse forms of Fig. 2 Spaced repetition eases the
learning and reduce the tendency of forgetting as compared to mass forgetting curve (from Faletto, 2018)
or grouped review schedules. This routine is seen to be efficient for
A forgetting curve illustrates how
learning a new language (Faletto, 2018).
information is lost over time without
attempt to retain it (Ebbinghaus, 2013).
References
Azizzadeh, Leyli, and Leila Dobakhti. "The Effect of Task Repetition on Complexity and Accuracy of
Iranian High-intermediate EFL Learners’ Narrative Writing Performance." International Journal of
Applied Linguistics and English Literature 4.2 (2015): 17-25.
Ebbinghaus, Hermann. "Memory: A contribution to experimental psychology." Annals of
neurosciences 20.4 (2013): 155.
Faletto, Joanie. “Spaced Repetition Is an Effective, Science-Backed Way to Learn a New Language.”
Personal Growth (2018). Retrieved from: [Link], May 2019.
Foster, Colin. "Developing mathematical fluency: comparing exercises and rich tasks." Educational Studies
in Mathematics 97.2 (2018): 121-141.
Hebb, Donald Olding. The organization of behavior: A neuropsychological theory. Psychology Press,
(2005).
Kang, Sean HK. "Spaced repetition promotes efficient and effective learning: policy implications for
instruction." Policy Insights from the Behavioral and Brain Sciences 3.1 (2016): 12-19.
Mayer, Richard E. "Can you repeat that? Qualitative effects of repetition and advance organizers on learning
from science prose." Journal of Educational Psychology 75.1 (1983): 40.
Vygotsky, Lev. "Interaction between learning and development." Readings on the development of
children 23.3 (1978): 34-41.