目录 One fact per question

Making material learnable

One fact per question

A useful card-design judgement is to ask for one short, specific response at a time. Woźniak calls this the minimum information principle, but presents it as practitioner guidance rather than the result of a controlled comparison.1 There is no universal definition of one atomic fact. The practical test is whether the prompt contains targets that could succeed, fail or need review independently.

Bundling targets creates a scheduling problem. If one card asks for a definition and an example, the harder part can determine how often the whole card returns. Splitting the targets permits separate review.1 Anki’s guidance likewise recommends separate cards for separately assessable tasks, while its note system can generate and track recognition and production prompts independently.23

Memory research supports making cues specific, but it does not prove an exact card-size rule. Reviews of cue overload describe how a cue becomes less diagnostic when it points toward several possible targets.4 In the original fan-effect experiments, people took longer to verify a learned proposition when its concepts had more learned associations.5 That demonstrates a retrieval cost from competing associations, not a maximum answer length for flashcards.

With a deck and twenty minutes a day, inspect cards that produce partly correct answers. If the definition is reliable but the example is not, turn them into separate prompts.12 If recognition is easy but production fails, test those directions separately. Keep enough context to identify the intended target, but remove incidental material that does not need to be retrieved.6

Boundary. This workflow is a reasonable procedure built above the established retrieval-practice foundation. No direct long-term experiment has compared otherwise identical decks containing single-target and bundled cards. Atomising can also change the capability being learned: separate prompts may not preserve fluent recitation or spontaneous recall of an unprompted idea.1

参考文献

测验
  1. A broad prompt repeatedly brings several plausible answers to mind. What is the most useful redesign?

    • Rewrite the cue to identify one intended response
    • Lengthen the answer to include every possible response
    • Keep the broad cue and add incidental background

    A more diagnostic cue reduces competition and makes the card’s intended retrieval target clearer.

  2. Recognition and production should become distinct cards when ____.

    • they need independent results and review times
    • they are generated from the same source note
    • they test the same underlying subject matter

    The two directions can differ in difficulty, so distinct cards let the scheduler record and review their results independently.

  3. A single bundled card lets the scheduler assign separate results and review times to its definition and example targets.

    • True
    • False

    The learner can notice which part failed, but the scheduler receives one card result and assigns one review time to the bundled card.

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