{
  "schema": "vedokrok.public-item.v1",
  "release_id": "MHC-RPUB-20260920-75ad787a",
  "url": "/knowledge/use-a-three-pass-rhythm-learn-retrieve-then-apply",
  "id": "MHC-D-RESEARCH-0796",
  "version": "0.1.0",
  "title": "Use a three-pass rhythm: learn, retrieve, then apply",
  "summary": "Do not ask one study pass to do three jobs.",
  "kind": "protocol",
  "body": "Give important material three different encounters. First build enough understanding to orient yourself. Later retrieve the key idea without the source. Then use it in a case, explanation or decision that resembles the assessment. Schedule the returns before the first pass ends so the cycle survives calendar pressure.",
  "limits": [
    "Some skills are learned mainly through doing from the start. Use the three passes as roles, not as a rigid classroom sequence."
  ],
  "topics": [
    "union-preparation-rhythm-and-load"
  ],
  "intents": [],
  "source_ids": [
    "RS-0EDB13FF2FA00BDD",
    "RS-337E9347324FCD4B"
  ],
  "evidence": [
    {
      "claim": "Spacing effects depend on the interval between study events and the interval over which the material must be retained; there is no single best spacing gap for every goal.",
      "source_id": "RS-0EDB13FF2FA00BDD",
      "role": "supports",
      "note": "Exact optimal intervals depend on materials, learners and retention horizon.",
      "locator": "Abstract and spacing-by-retention findings"
    },
    {
      "claim": "Successive relearning combines successful retrieval with relearning on later sessions rather than treating one correct recall as permanent mastery.",
      "source_id": "RS-337E9347324FCD4B",
      "role": "supports",
      "note": "The studied key-term tasks do not map directly onto every applied skill.",
      "locator": "Abstract"
    }
  ],
  "use_when": [
    "Preparation keeps growing as one long reading phase and you rarely return to material under harder conditions."
  ],
  "avoid_when": [
    "Some skills are learned mainly through doing from the start. Use the three passes as roles, not as a rigid classroom sequence."
  ],
  "example": "Read the MDG workflow design notes today, explain the flow from memory tomorrow, then solve a change-request scenario two days later.",
  "check": "At least one important topic has a future retrieval date and a separate application task.",
  "steps": [
    "At least one important topic has a future retrieval date and a separate application task."
  ],
  "sources": [
    {
      "id": "RS-0EDB13FF2FA00BDD",
      "title": "Spacing Effects in Learning: A Temporal Ridgeline of Optimal Retention",
      "url": "https://journals.sagepub.com/doi/10.1111/j.1467-9280.2008.02209.x"
    },
    {
      "id": "RS-337E9347324FCD4B",
      "title": "Relearning attenuates the benefits and costs of spacing",
      "url": "https://pubmed.ncbi.nlm.nih.gov/23088488/"
    }
  ],
  "relations": [
    {
      "from": "MHC-D-RESEARCH-0796",
      "to": "MHC-D-RESEARCH-0797",
      "type": "useful_with",
      "url": "/knowledge/start-the-hard-block-with-retrieval-before-notes"
    }
  ],
  "collections": [
    {
      "id": "RC-08B8471D3822CE7C",
      "title": "Build a preparation rhythm that survives cognitive load",
      "url": "/collections/build-a-preparation-rhythm-that-survives-cognitive-load"
    }
  ]
}