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Research-Backed Learning

The Science Behind Effective Thai Learning

Jam Kham's methodology rests on four pillars of cognitive science, each supported by decades of peer-reviewed research.

Four Pillars of Learning Science

Retrieval Practice

The Testing Effect

Testing yourself is more effective than re-reading or re-studying. Each time you successfully recall information, you strengthen the memory trace.

The Research

Roediger & Karpicke (2006) showed that retrieval practice produces 50% better long-term retention compared to repeated studying.

Our Implementation

Every Jam Kham card requires active recall. You must retrieve the answer from memory before seeing it—no passive recognition.

Spaced Repetition

The Spacing Effect

Information is better retained when study sessions are spaced apart over time, rather than massed together (cramming).

The Research

Cepeda et al. (2006) meta-analysis of 254 studies confirmed that distributed practice consistently outperforms massed practice.

Our Implementation

Our 3-layer SM-2 algorithm schedules reviews at optimal intervals: 1 day, 3 days, 6 days, then adaptive expansion based on your performance.

Desirable Difficulties

Interleaving & Variation

Making learning harder in specific ways actually improves long-term retention. Mixing topics and varying practice creates deeper encoding.

The Research

Bjork & Bjork (2020) demonstrate that interleaved practice, though feeling harder, produces superior retention vs. blocked practice.

Our Implementation

Jam Kham uses 8 card types and interleaves across lessons. Each session mixes different skills and content areas.

Depth of Processing

Levels of Processing

Deeper, more meaningful engagement with material creates stronger memories than shallow processing.

The Research

Craik & Lockhart (1972) established that semantic processing produces better retention than phonetic or structural processing.

Our Implementation

Rich lexical data including example sentences, collocations, syllable breakdowns, and cultural context encourages deeper engagement.

The 3-Layer Scheduling System

Most apps use one layer. We use three, each targeting a different timescale of memory.

Layer 1

Within-Session Micro-Spacing

Seconds to minutes

New items appear 3 times per session in different card formats, spaced by 2-5 other cards between each presentation.

Research: Landauer & Bjork (1978) showed that expanding retrieval practice within a session dramatically improves initial encoding.
Benefit: Creates strong initial memory traces through immediate, varied retrieval practice.
Layer 2

Long-Term SM-2 Scheduling

Days to months

The SuperMemo SM-2 algorithm schedules reviews at expanding intervals: 1→3→6 days, then multiplied by your ease factor (1.3-2.5).

Research: Pimsleur (1967) and subsequent optimization by Wozniak (1994) demonstrated optimal spacing schedules for vocabulary acquisition.
Benefit: Maintains vocabulary at minimal time cost. You review words just before you'd forget them.
Layer 3

Curriculum-Level Sequencing

Weeks to months

Smart ordering balances skill types (40% comprehension, 30% production, 20% listening, 10% tone) and interleaves lessons.

Research: Rohrer & Taylor (2007) showed interleaved practice between topics yields better discrimination and transfer.
Benefit: Prevents skill imbalance and creates varied practice across content areas.

Thai-Specific Linguistic Features

Thai isn't Spanish with different letters. These features exist because Thai demands them.

Tone Training

Beta
The Challenge:

Thai has 5 tones that change word meaning. "Mai" can mean "new" (low), "not" (falling), "wood" (high), "silk" (rising), or serve as a question particle (rising) depending on tone.

Our Solution:

Dedicated tone awareness cards teach you to identify tones and understand the rules (consonant class + tone mark = actual tone).

Syllable Breakdown

Beta
The Challenge:

Thai orthography is complex: consonant classes, vowel positions, tone marks, and silent letters create non-intuitive pronunciation.

Our Solution:

Every word includes onset/vowel/coda/tone-class breakdown so you understand WHY words sound the way they do.

Classifier Drills

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The Challenge:

Thai uses classifiers (counting words) for nouns. Using wrong classifiers marks you as non-native, even if grammar is correct.

Our Solution:

Dedicated classifier drill cards teach the most common noun-classifier pairings through active recall.

Register Training

Coming Soon
The Challenge:

Thai has formal, informal, and royal registers. Using wrong register causes social awkwardness.

Our Solution:

Politeness particle drills (ครับ/ค่ะ/จ้า/นะ) and register tags help you speak appropriately in context.

See It in Action

Further Reading

Explore our learning science blog articles for deeper insights.

Article

Why Spaced Repetition Works

The cognitive science behind spaced repetition and how it optimizes long-term retention.

 Article

The Testing Effect in Language Learning

Why testing yourself beats re-reading for building durable vocabulary knowledge.

 Article

Active Recall vs Recognition

Understanding the difference between passive recognition and active production.

 Article

Interleaved Practice for Languages

How mixing topics creates deeper learning than blocked practice.

The studies referenced demonstrate the effectiveness of spaced repetition, retrieval practice, and cognitive science principles for learning. Jam Kham implements these evidence-based methods. Individual results may vary.

Research Citations

10 peer-reviewed studies
Bjork, R. A., & Bjork, E. L. (2020). Desirable difficulties in theory and practice. Journal of Applied Research in Memory and Cognition , 9(4) , 475-479.
Cepeda, N. J., et al. (2006). Distributed practice in verbal recall tasks: A review and quantitative synthesis. Psychological Bulletin , 132(3) , 354-380.
Craik, F. I., & Lockhart, R. S. (1972). Levels of processing: A framework for memory research. Journal of Verbal Learning and Verbal Behavior , 11(6) , 671-684.
Karpicke, J. D., & Roediger, H. L. (2008). The critical importance of retrieval for learning. Science , 319(5865) , 966-968.
Landauer, T. K., & Bjork, R. A. (1978). Optimum rehearsal patterns and name learning. Practical Aspects of Memory , 625-632.
Leather, J., & James, A. (1996). Second language speech. Handbook of Second Language Acquisition , 269-316.
Nation, I. S. P. (2013). Learning Vocabulary in Another Language. Cambridge University Press , 2nd ed. .
Pimsleur, P. (1967). A memory schedule. Modern Language Journal , 51(2) , 73-75.
Roediger, H. L., & Karpicke, J. D. (2006). Test-enhanced learning. Psychological Science , 17(3) , 249-255.
Rohrer, D., & Taylor, K. (2007). The shuffling of mathematics problems improves learning. Instructional Science , 35(6) , 481-498.

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