Jak na efektivní učení jazyků v roce 2022? - Prazsky Barcamp
Jak na efektivní učení jazyků v roce 2022? · 1. Začni. Jak se říká, 80 % úspěchu je začít. · 2. Vytrvej · 3. Vyber si vhodné materiály · 4. Obklop ...
flashcards
Když zmiňujeme doplňky pro učení, <anchor>flashcards</anchor> jsou klasikou všech klasik. Jde o oboustranné kartičky se slovem nebo frází na jedné straně a na druhé s definicí. Můžeš si je tvořit ručně nebo použít některou z aplikací. Velmi rozšířenou je aplikace Anki, která nemá moc hezké rozhraní, ale má propracovaný a kvalitní algoritmus pro opakování. Další takovou možností je Quizlet, který je více uživatelsky přívětivý a easy-to-use.
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## Contents

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- [1Use](#Use)Toggle Use subsection  - [1.1Spaced repetition](#Spaced_repetition)    - [1.1.1Leitner system](#Leitner_system)
    - [1.1.2Software](#Software)
  - [1.2Two-sided cards](#Two-sided_cards)    - [1.2.1Example](#Example)
  - [1.3Three-sided cards](#Three-sided_cards)
- [2History](#History)
- [3References](#References)

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# Flashcard

22 languages

- [العربية](https://ar.wikipedia.org/wiki/%D8%A8%D8%B7%D8%A7%D9%82%D8%A9_%D8%A7%D8%B3%D8%AA%D8%B0%D9%83%D8%A7%D8%B1 "بطاقة استذكار – Arabic")
- [Български](https://bg.wikipedia.org/wiki/%D0%A4%D0%BB%D0%B0%D1%88%D0%BA%D0%B0%D1%80%D1%82%D0%B0_(%D0%BE%D0%B1%D1%83%D1%87%D0%B5%D0%BD%D0%B8%D0%B5) "Флашкарта (обучение) – Bulgarian")
- [Català](https://ca.wikipedia.org/wiki/Targeta_d%27aprenentatge "Targeta d'aprenentatge – Catalan")
- [Čeština](https://cs.wikipedia.org/wiki/Flashcard "Flashcard – Czech")
- [Deutsch](https://de.wikipedia.org/wiki/Lernkartei "Lernkartei – German")
- [Eesti](https://et.wikipedia.org/wiki/Kataloogikaart "Kataloogikaart – Estonian")
- [Español](https://es.wikipedia.org/wiki/Tarjeta_de_aprendizaje "Tarjeta de aprendizaje – Spanish")
- [Esperanto](https://eo.wikipedia.org/wiki/Fulmokarto "Fulmokarto – Esperanto")
- [Euskara](https://eu.wikipedia.org/wiki/Hezkuntza-txartel "Hezkuntza-txartel – Basque")
- [فارسی](https://fa.wikipedia.org/wiki/%D9%81%D9%84%D8%B4%E2%80%8C%DA%A9%D8%A7%D8%B1%D8%AA "فلش‌کارت – Persian")
- [Français](https://fr.wikipedia.org/wiki/Carte_m%C3%A9moire_(apprentissage) "Carte mémoire (apprentissage) – French")
- [한국어](https://ko.wikipedia.org/wiki/%ED%94%8C%EB%9E%98%EC%8B%9C%EC%B9%B4%EB%93%9C "플래시카드 – Korean")
- [Italiano](https://it.wikipedia.org/wiki/Flashcard "Flashcard – Italian")
- [עברית](https://he.wikipedia.org/wiki/%D7%A4%D7%AA%D7%A7_%D7%91%D7%96%D7%A7_(%D7%9B%D7%9C%D7%99_%D7%A2%D7%96%D7%A8_%D7%9C%D7%99%D7%9E%D7%95%D7%93%D7%99) "פתק בזק (כלי עזר לימודי) – Hebrew")
- [Magyar](https://hu.wikipedia.org/wiki/Tanul%C3%B3k%C3%A1rtya "Tanulókártya – Hungarian")
- [Nederlands](https://nl.wikipedia.org/wiki/Flashkaart "Flashkaart – Dutch")
- [日本語](https://ja.wikipedia.org/wiki/%E5%8D%98%E8%AA%9E%E5%B8%B3 "単語帳 – Japanese")
- [Oʻzbekcha / ўзбекча](https://uz.wikipedia.org/wiki/Flash_karta "Flash karta – Uzbek")
- [Polski](https://pl.wikipedia.org/wiki/Fiszka "Fiszka – Polish")
- [Svenska](https://sv.wikipedia.org/wiki/Memoreringskort "Memoreringskort – Swedish")
- [Tiếng Việt](https://vi.wikipedia.org/wiki/Flashcard "Flashcard – Vietnamese")
- [中文](https://zh.wikipedia.org/wiki/%E6%8A%BD%E8%AE%A4%E5%8D%A1 "抽认卡 – Chinese")

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From Wikipedia, the free encyclopedia

Not to be confused with [Flash cartridge](/wiki/Flash_cartridge "Flash cartridge").

For the form of digital memory sometimes called a "flash card", see [Memory card](/wiki/Memory_card "Memory card").

![](//upload.wikimedia.org/wikipedia/commons/thumb/5/52/Acap.svg/36px-Acap.svg.png)

This article **may require [copy editing](/wiki/Wikipedia:Basic_copyediting "Wikipedia:Basic copyediting") for grammar, style, cohesion, tone, or spelling**. You can assist by [editing it](/wiki/Special:EditPage/Flashcard "Special:EditPage/Flashcard")._(October 2023)__([Learn how and when to remove this message](/wiki/Help:Maintenance_template_removal "Help:Maintenance template removal"))_

Tool for systematic learning

[![](//upload.wikimedia.org/wikipedia/commons/3/34/Flashcard.png)](/wiki/File:Flashcard.png) A set of flashcards demonstrating the [Leitner system](/wiki/Leitner_system "Leitner system"). Cards that the learner knows are promoted to a box for less frequent review (indicated by green arrows); cards for which the learner has forgotten the meaning are demoted to be studied more frequently (indicated by red arrows).

A **flashcard** or **flash card** is a card bearing [information](/wiki/Information "Information") on both sides, which is intended to be used as an aid in [memorization](/wiki/Memorization "Memorization"). Each flashcard typically bears a question or definition on one side and an answer or target term on the other. Flashcards are often used to memorize [vocabulary](/wiki/Vocabulary "Vocabulary"), historical dates, formulae or any subject matter that can be learned via a question-and-answer format. Flashcards can be virtual (part of a [flashcard software](/wiki/List_of_flashcard_software "List of flashcard software")), or physical.

Flashcards are an application of the [testing effect](/wiki/Testing_effect "Testing effect") − the finding that [long-term memory](/wiki/Long-term_memory "Long-term memory") is increased when some of the learning period is devoted to retrieving the information through testing with proper feedback. Study habits affect the rate at which a flashcard-user learns, and proper [spacing of flashcards](/wiki/Spaced_repetition "Spaced repetition") has been proven to accelerate learning.[\[1\]](#cite_note-1)

## Use

\[ [edit](/w/index.php?title=Flashcard&action=edit&section=1 "Edit section: Use")\]

Flashcards exercise the mental process of [active recall](/wiki/Active_recall "Active recall"): given a prompt, one produces the answer. Beyond the content of cards, which are collected in decks, there is the question of _use_ – how does one use the cards, in particular, how frequently does one review, and how does one react to errors, either complete failures to recall or mistakes? Various [systems](#Systems) have been developed, mostly based around [spaced repetition](/wiki/Spaced_repetition "Spaced repetition") – increasing the time intervals between reviews whenever a card is recalled correctly.

### Spaced repetition

\[ [edit](/w/index.php?title=Flashcard&action=edit&section=2 "Edit section: Spaced repetition")\]

Main article: [Spaced repetition](/wiki/Spaced_repetition "Spaced repetition")

Spaced repetition is an [evidence-based learning](/wiki/Evidence-based_learning "Evidence-based learning") technique which incorporates increasing time intervals between each review of a flashcard in order to exploit the psychological [spacing effect](/wiki/Spacing_effect "Spacing effect"). Newly introduced and more difficult flashcards are shown more frequently while older and less difficult flashcards are shown less frequently. The use of spaced repetition has been shown to increase rate of learning.[\[2\]](#cite_note-2) Although the principle is useful in many contexts, spaced repetition is commonly applied in contexts in which a learner must acquire a large number of items and retain them indefinitely in memory. It is, therefore, well suited for the problem of [vocabulary](/wiki/Vocabulary "Vocabulary") acquisition in the course of second language learning. Spaced repetition software has been developed to aid the learning process.[\[3\]](#cite_note-3)

#### Leitner system

\[ [edit](/w/index.php?title=Flashcard&action=edit&section=3 "Edit section: Leitner system")\]

[![](//upload.wikimedia.org/wikipedia/commons/thumb/8/82/Leitner_system_alternative.svg/230px-Leitner_system_alternative.svg.png)](/wiki/File:Leitner_system_alternative.svg) In the [Leitner system](/wiki/Leitner_system "Leitner system"), correctly answered cards are advanced to the next, less frequent box, while incorrectly answered cards return to the first box for more aggressive review and repetition.

The [Leitner system](/wiki/Leitner_system "Leitner system") is a widely used method of efficiently using flashcards that was proposed by the German science journalist [Sebastian Leitner](/wiki/Sebastian_Leitner "Sebastian Leitner") in the 1970s. It is a simple implementation of the principle of spaced repetition, where cards are reviewed at increasing intervals.

In this method, flashcards are sorted into groups according to how well the learner knows each one in the Leitner's learning box. The learners try to recall the solution written on a flashcard. If they succeed, they send the card to the next group. If they fail, they send it back to the first group. Each succeeding group has a longer period of time before the learner is required to revisit the cards. In Leitner's original method, published in his book _So lernt man Lernen_ (How to learn to learn), the schedule of repetition was governed by the size of the partitions in the learning box. These were 1, 2, 5, 8 and 14 cm. Only when a partition became full was the learner to review some of the cards it contained, moving them forward or back depending on whether they remembered them.

#### Software

\[ [edit](/w/index.php?title=Flashcard&action=edit&section=4 "Edit section: Software")\]

Main article: [List of flashcard software](/wiki/List_of_flashcard_software "List of flashcard software")

[![](//upload.wikimedia.org/wikipedia/commons/thumb/c/c8/Anki_flashcard_question_and_answer_math.gif/220px-Anki_flashcard_question_and_answer_math.gif)](/wiki/File:Anki_flashcard_question_and_answer_math.gif) Example of a virtual flashcard: using [flashcard software](/wiki/List_of_flashcard_software "List of flashcard software") [Anki](/wiki/Anki_(software) "Anki (software)") to review a mathematical formula. First, only the question is displayed. Then the answer is displayed too, for verification.

There is a wide range of software (including [open source](/wiki/Open_source "Open source") and online services) available for creating and using virtual flashcards as an aid to learning.

### Two-sided cards

\[ [edit](/w/index.php?title=Flashcard&action=edit&section=5 "Edit section: Two-sided cards")\]

Physical flashcards are two-sided; in some contexts one wishes to correctly produce the opposite side upon being presented with either side, such as in foreign language vocabulary; in other contexts one is content to go in only one direction, such as in producing a poem given its title or [incipit](/wiki/Incipit "Incipit") (opening). For physical flashcards, one may either use a single card, flipping it according to the direction, or two parallel decks, such as one English-Japanese and one Japanese-English. They have a number of uses and can be simple or elaborate depending on the user.

#### Example

\[ [edit](/w/index.php?title=Flashcard&action=edit&section=6 "Edit section: Example")\]

An English-speaking student learning the Chinese word [人](https://en.wiktionary.org/wiki/%E4%BA%BA#Mandarin "wikt:人") (rén, person or people):

Q: personA: 人, rén

Reverse:

Q: 人A: rén, person

### Three-sided cards

\[ [edit](/w/index.php?title=Flashcard&action=edit&section=7 "Edit section: Three-sided cards")\]

Physical flashcards are necessarily two-sided. A variant, found in electronic flashcards, is what is known as a **three-sided card**.[\[4\]](#cite_note-4) This is a particular kind of asymmetric two-sided card; abstractly, such a card has three fields, Q, A, A\*, where Q & A are reversed on flipping, but A\* is always in the answer – the two "sides" are thus Q/A,A\* and A/Q,A\*. Concretely, these are most used for learning foreign vocabulary where the foreign pronunciation is not transparent from the foreign writing – in this case the Question is the native word, the Answer is the foreign word (written), and the pronunciation is always part of the answer (Answer\*). This is particularly the case for [Chinese characters](/wiki/Chinese_character "Chinese character"), as in [Chinese](/wiki/Chinese_language "Chinese language") [hanzi](/wiki/Hanzi "Hanzi") and [Japanese](/wiki/Japanese_language "Japanese language") [kanji](/wiki/Kanji "Kanji"), but can also be used for other non-phonetic spellings, including [English as a second language](/wiki/English_as_a_second_language "English as a second language").

The purpose of three-sided cards is to provide the benefits of two-sided cards – ease of authoring (enter data once to create two cards), synchronized updates (changes to one are reflected in the other), and spacing between opposite sides (so opposite sides of the same card are not tested too close together) – without the card needing to be symmetric.

One can generalize this principle to an arbitrary number of data fields associated with a single record, with each field representing a different aspect of a fact or bundle of facts.

## History

\[ [edit](/w/index.php?title=Flashcard&action=edit&section=8 "Edit section: History")\]

Paper flashcards have been used since at least the 19th century, with _Reading Disentangled_ (1834), a set of [phonics](/wiki/Phonics "Phonics") flashcards by English educator [Favell Lee Mortimer](/wiki/Favell_Lee_Mortimer "Favell Lee Mortimer") being credited by some as the first flashcards.[\[5\]](#cite_note-5) Previously, a single-sided [hornbook](/wiki/Hornbook "Hornbook") had been used for early literacy education.

The [Leitner system](/wiki/Leitner_system "Leitner system") for scheduling flashcards was introduced by German scientific journalist [Sebastian Leitner](/wiki/Sebastian_Leitner "Sebastian Leitner") in the 1970s, specifically his 1972 _So lernt man lernen. Der Weg zum Erfolg (How to learn to learn),_[\[6\]](#cite_note-6) while the [SuperMemo](/wiki/SuperMemo "SuperMemo") program and algorithm (specifically the SM-2 algorithm, which is the most popular in other programs) was introduced on December 13, 1987, by Polish researcher [Piotr Woźniak](/wiki/Piotr_Wo%C5%BAniak_(researcher) "Piotr Woźniak (researcher)").[\[7\]](#cite_note-7)

## References

\[ [edit](/w/index.php?title=Flashcard&action=edit&section=9 "Edit section: References")\]

1. **[^](#cite_ref-1)**Endres, Tino; Renkl, Alexander (2015-07-24). ["Mechanisms behind the testing effect: an empirical investigation of retrieval practice in meaningful learning"](https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4513285). _Frontiers in Psychology_. **6**: 1054\. [doi](/wiki/Doi_(identifier) "Doi (identifier)"):[10.3389/fpsyg.2015.01054](https://doi.org/10.3389%2Ffpsyg.2015.01054). [ISSN](/wiki/ISSN_(identifier) "ISSN (identifier)") [1664-1078](https://search.worldcat.org/issn/1664-1078). [PMC](/wiki/PMC_(identifier) "PMC (identifier)") [4513285](https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4513285). [PMID](/wiki/PMID_(identifier) "PMID (identifier)") [26257696](https://pubmed.ncbi.nlm.nih.gov/26257696).
2. **[^](#cite_ref-2)**Smolen, Paul; Zhang, Yili; Byrne, John H. (25 January 2016). ["The right time to learn: mechanisms and optimization of spaced learning"](https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5126970). _Nature Reviews Neuroscience_. **17** (2): 77–88. [arXiv](/wiki/ArXiv_(identifier) "ArXiv (identifier)"):[1606.08370](https://arxiv.org/abs/1606.08370). [Bibcode](/wiki/Bibcode_(identifier) "Bibcode (identifier)"): [2016arXiv160608370S](https://ui.adsabs.harvard.edu/abs/2016arXiv160608370S). [doi](/wiki/Doi_(identifier) "Doi (identifier)"): [10.1038/nrn.2015.18](https://doi.org/10.1038%2Fnrn.2015.18). [PMC](/wiki/PMC_(identifier) "PMC (identifier)") [5126970](https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5126970). [PMID](/wiki/PMID_(identifier) "PMID (identifier)") [26806627](https://pubmed.ncbi.nlm.nih.gov/26806627).
3. **[^](#cite_ref-3)**"Human Memory: Theory and Practice", Alan D. Baddeley, 1997
4. **[^](#cite_ref-4)**[Adding images, sounds, mathematical formulas, and three-sided cards](http://www.mnemosyne-proj.org/help/adding-media.php) on [The Mnemosyne Project](/wiki/Mnemosyne_(software) "Mnemosyne (software)")
5. **[^](#cite_ref-5)**_The Clumsiest People in Europe: Or, Mrs. Mortimer's Bad-Tempered Guide to the Victorian World,_ [Favell Lee Mortimer](/wiki/Favell_Lee_Mortimer "Favell Lee Mortimer"), foreword by Todd Pruzan, 2006 edition, [p. 5](https://books.google.com/books?id=B_AC9ae6lzkC&pg=PA5&dq=favell+mortimer+flashcards)
6. **[^](#cite_ref-6)**_So lernt man lernen. Der Weg zum Erfolg (How to learn to learn),_ Freiburg i. Br. 1972/2003, [ISBN](/wiki/ISBN_(identifier) "ISBN (identifier)") [3-451-05060-9](/wiki/Special:BookSources/3-451-05060-9 "Special:BookSources/3-451-05060-9")
7. **[^](#cite_ref-7)**[3\. Account of research leading to the SuperMemo method, 3.1. The approximate function of optimal intervals](http://www.supermemo.com/english/ol/beginning.htm) [Archived](https://web.archive.org/web/20190309172012/https://www.supermemo.com/english/ol/beginning.htm) 2019-03-09 at the [Wayback Machine](/wiki/Wayback_Machine "Wayback Machine") and [3.2. Application of a computer to improve the results obtained in working with the SuperMemo method](http://www.supermemo.com/english/ol/sm2.htm), [P. A. Wozniak](/wiki/Piotr_Wo%C5%BAniak_(researcher) "Piotr Woźniak (researcher)"), _Optimization of learning,_ Master's Thesis, University of Technology in Poznan, 1990.

- [v](/wiki/Template:Spaced_repetition "Template:Spaced repetition")
- [t](/wiki/Template_talk:Spaced_repetition "Template talk:Spaced repetition")
- [e](/wiki/Special:EditPage/Template:Spaced_repetition "Special:EditPage/Template:Spaced repetition")

[Spaced repetition](/wiki/Spaced_repetition "Spaced repetition")

Concepts

- [Spaced repetition](/wiki/Spaced_repetition "Spaced repetition")
- [Spacing effect](/wiki/Spacing_effect "Spacing effect")
- [Testing effect](/wiki/Testing_effect "Testing effect")
- [Forgetting curve](/wiki/Forgetting_curve "Forgetting curve")
- Flashcard
- [Memory](/wiki/Memory "Memory")
- [Leitner system](/wiki/Leitner_system "Leitner system")
- [Incremental reading](/wiki/Incremental_reading "Incremental reading")

[![](//upload.wikimedia.org/wikipedia/commons/thumb/f/fc/Leitner_system_alternative_no_text.svg/135px-Leitner_system_alternative_no_text.svg.png)](/wiki/File:Leitner_system_alternative_no_text.svg)

[Study software](/wiki/Study_software "Study software")

- [Anki](/wiki/Anki_(software) "Anki (software)")
- [Cerego](/wiki/Cerego "Cerego")
- [Cobocards](/wiki/Cobocards "Cobocards")
- [Course Hero](/wiki/Course_Hero "Course Hero")
- [Cram](/wiki/Cram_(software) "Cram (software)")
- [Cram.com](/wiki/Cram.com "Cram.com")
- [Duolingo](/wiki/Duolingo "Duolingo")
- [eSpindle Learning](/wiki/ESpindle_Learning "ESpindle Learning")
- [Hello English](/wiki/Hello_English "Hello English")
- [Kahoot!](/wiki/Kahoot! "Kahoot!")
- [Lingopie](/wiki/Lingopie "Lingopie")
- [Memrise](/wiki/Memrise "Memrise")
- [Mnemosyne](/wiki/Mnemosyne_(software) "Mnemosyne (software)")
- [OpenCards](/wiki/OpenCards "OpenCards")
- [Quizlet](/wiki/Quizlet "Quizlet")
- [SuperMemo](/wiki/SuperMemo "SuperMemo")
- [Synap](/wiki/Synap "Synap")

Practitioners

- [Hermann Ebbinghaus](/wiki/Hermann_Ebbinghaus "Hermann Ebbinghaus")
- [Paul Pimsleur](/wiki/Paul_Pimsleur "Paul Pimsleur")
- [Sebastian Leitner](/wiki/Sebastian_Leitner "Sebastian Leitner")
- [Piotr Woźniak](/wiki/Piotr_Wo%C5%BAniak_(researcher) "Piotr Woźniak (researcher)")

Researchers

- [Hermann Ebbinghaus](/wiki/Hermann_Ebbinghaus "Hermann Ebbinghaus")
- [Thomas Landauer](/wiki/Thomas_Landauer "Thomas Landauer")
- [Robert A. Bjork](/wiki/Robert_A._Bjork "Robert A. Bjork")
- [Cecil Alec Mace](/wiki/Cecil_Alec_Mace "Cecil Alec Mace")
- [Hal Pashler](/wiki/Hal_Pashler "Hal Pashler")

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