Distributed practice in verbal recall tasks: A review and quantitative synthesis.

NJ Cepeda, H Pashler, E Vul, JT Wixted… - Psychological …, 2006 - psycnet.apa.org
Abstract 1. The authors performed a meta-analysis of the distributed practice effect to
illuminate the effects of temporal variables that have been neglected in previous reviews.
This review found 839 assessments of distributed practice in 317 experiments located in ...

Effects of massed and distributed practice on the learning and retention of second-language vocabulary

KC Bloom, TJ Shuell - The Journal of Educational Research, 1981 - Taylor & Francis
Abstract High school students enrolled in a French course learned vocabulary words under
conditions of either massed or distributed practice as part of their regular class activities.
Distributed practice consisted of three 10-minute units on each of three successive days; ...

Ten years of massed practice on distributed practice.

BJ Underwood - Psychological Review, 1961 - psycnet.apa.org
Abstract 1. A summary of the Northwestern University researches on the effects of distributed
practice in verbal learning and suggested concepts to explain these findings. Distributed
practice (DP) is when trial intervals are greater than 15 seconds; massed practice (MP), ...

Optimizing distributed practice: Theoretical analysis and practical implications

NJ Cepeda, N Coburn, D Rohrer… - Experimental …, 2009 - econtent.hogrefe.com
More than a century of research shows that increasing the gap between study episodes
using the same material can enhance retention, yet little is known about how this so-called
distributed practice effect unfolds over nontrivial periods. In two three-session laboratory ...

Experimental studies in rote-learning theory. I. Reminiscence following learning by massed and by distributed practice.

CI Hovland - Journal of Experimental Psychology, 1938 - psycnet.apa.org
Abstract 1. In this experiment 32 subjects learned 16 lists of 12 nonsense syllables by
massed and by distributed practice with and without a two-minute rest period between
learning and relearning. Learning was by the serial anticipation method. During the rest ...

Distributed and massed practice: From laboratory to classroom

R Seabrook, GDA Brown… - Applied Cognitive …, 2005 - Wiley Online Library
... This is the same pattern as Wilson found in the youngest group of children and, as Distributed
practice in the classroom 109 Copyright © 2004 John Wiley & Sons, Ltd. Appl. Cognit. ... Distributed
practice in the classroom 111 Copyright © 2004 John Wiley & Sons, Ltd. Appl. Cognit. ...

[HTML][HTML] Ask the Cognitive Scientist Allocating Student Study Time" Massed" versus" Distributed" Practice

DT Willingham - American Educator, 2002 - dbweb01.aft.org
How does the mind work—and especially how does it learn? Teachers make assumptions
all day long about how students best comprehend, remember, and create. These
assumptions—and the teaching decisions that result—are based on a mix of theories ...

Facilitation in short-and long-term retention of paired associates following distributed practice in learning

G Keppel - Journal of Verbal Learning and Verbal Behavior, 1964 - Elsevier
Summary Four experiments tested an hypothesis offered by Underwood, et al.(1962) which
states that distributed practice (DP) given during the learning of the last in a series of AB, AC,
AD, AE lists allows for greater extinction of prior associations from the first three lists, ...

Studies of distributed practice: VIII. Learning and retention of paired nonsense syllables as a function of intralist similarity.

BJ Underwood - Journal of Experimental Psychology, 1953 - psycnet.apa.org
Abstract 1." Five experiments were performed to study the effect of (a) intertrial rest and (b)
intralist stimulus and intralist response similarity on learning and retention of lists of paired
nonsense syllables." There were 32 Ss in each experiment. Results showed no influence ...

What makes distributed practice effective?

AS Benjamin, J Tullis - Cognitive psychology, 2010 - Elsevier
The advantages provided to memory by the distribution of multiple practice or study
opportunities are among the most powerful effects in memory research. In this paper, we
critically review the class of theories that presume contextual or encoding variability as the ...

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