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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 ISSN 0888-4080.

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Official URL: http://dx.doi.org/10.1002/acp.1066

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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
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:
DateEvent
January 2005Published
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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