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Distributed and massed practice : from laboratory to classroom
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Seabrook, Rachel, Brown, G. D. A. (Gordon D. A.) and Solity, Jonathan (2005) Distributed and massed practice : from laboratory to classroom. Applied Cognitive Psychology, Vol.19 (No.1). pp. 107-122. doi:10.1002/acp.1066
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Official URL: http://dx.doi.org/10.1002/acp.1066
Abstract
The benefit to memory of spacing presentations of material is well established but lacks an adequate explanation and is rarely applied in education. This paper presents three experiments that examined the spacing effect and its application to education. Experiment I demonstrated that spacing repeated presentations of items is equally beneficial to memory for a wide range of ages, contrary to some theories. Experiment 2 introduced 'clustered' presentations as a more relevant control than massed, reflecting the fact that massed presentation of material is uncommon in education. The scheduling of clustered presentations was intermediate between massed and distributed, yet recall was no different than for massed. Experiment 3, a classroom-based study, demonstrated the benefit of distributed over clustered teaching of reading through modification of the scheduling of everyday lessons. Thus, the effectiveness of teaching may be improved by increasing the degree to which lessons are distributed. Copyright (C) 2004 John Wiley Sons, Ltd.
| Item Type: | Journal Article | ||||
|---|---|---|---|---|---|
| Subjects: | B Philosophy. Psychology. Religion > BF Psychology L Education > LB Theory and practice of education |
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| Divisions: | Faculty of Science, Engineering and Medicine > Science > Psychology | ||||
| Library of Congress Subject Headings (LCSH): | Memory, Lectures and lecturing -- Psychological aspects, Learning, Psychology of , Psychology, Applied , Cognition -- Testing | ||||
| Journal or Publication Title: | Applied Cognitive Psychology | ||||
| Publisher: | John Wiley & Sons Ltd. | ||||
| ISSN: | 0888-4080 | ||||
| Official Date: | January 2005 | ||||
| Dates: |
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| Volume: | Vol.19 | ||||
| Number: | No.1 | ||||
| Number of Pages: | 16 | ||||
| Page Range: | pp. 107-122 | ||||
| DOI: | 10.1002/acp.1066 | ||||
| Status: | Peer Reviewed | ||||
| Publication Status: | Published | ||||
| Access rights to Published version: | Restricted or Subscription Access | ||||
| Funder: | Leverhulme Trust (LT) | ||||
| Grant number: | F/215/AY (LT) |
Data sourced from Thomson Reuters' Web of Knowledge
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