April 3, 2024 

The educational methodologies employed by Jesuit schools were renowned for their effectiveness, largely owing to their adherence to the principle of thorough instruction over mere volume of material covered. This approach prioritized deep understanding and retention of concepts rather than superficial familiarity with a wide array of topics. Central to their pedagogical philosophy was the belief that it is more beneficial to impart a smaller amount of knowledge in a comprehensive manner than to provide a superficial overview of a larger quantity of information.

A key aspect of the Jesuit teaching method was the meticulous scheduling of review sessions. This involved regular and systematic revisiting of previously learned material to reinforce understanding and commit it to memory. Reviews were conducted on a daily, weekly, and yearly basis, ensuring that students continually engaged with and retained the knowledge they had acquired.

In 1910, Alvin Wagner conducted an experiment to determine the optimum number of repetitions to commit to memory. Wagner's experiment, conducted with students in the 5th to 7th grades, aimed to explore the optimal conditions for mastering and retaining information. Specifically, Wagner sought to determine the number of repetitions required for mastery and the intervals at which these repetitions should occur to sustain knowledge retention over time.

In the study, the facts the students acquired was then applied in composing extended response answers, such as those pertaining to South America. This application of learned facts not only reinforced understanding but also facilitated the integration of knowledge across different contexts.

Wagner's findings underscored the importance of repetition in the learning process. For short, factual information, he recommended approximately five repetitions to solidify understanding, while longer and more complex concepts benefited from around seven repetitions. Crucially, Wagner emphasized the significance of spacing out repetitions over time, cautioning against the temptation to cram multiple repetitions into short periods. Instead, he advocated for gradually increasing the intervals between study sessions, allowing for more effective consolidation of knowledge and enhanced long-term retention.

Citation: Wagner A. E. (1910). An experiment to determine the number of repetitions necessary to memorize and retain with maximum certainty a miscellaneous collection of facts (dissertation)