Twenty-Five Years of Massed Practice: Practice Makes Perfect

1975 ◽  
Vol 20 (2) ◽  
pp. 102-104
Author(s):  
LEE W. GREGG
Keyword(s):  
Massed Practice

Bang for Your Buck: A Single-Case Experimental Design Study of Practice Amount and Distribution in Treatment for Childhood Apraxia of Speech

2019 ◽  
Vol 62 (9) ◽  
pp. 3160-3182 ◽  
Author(s):  
Edwin Maas ◽  
Christina Gildersleeve-Neumann ◽  
Kathy Jakielski ◽  
Nicolette Kovacs ◽  
Ruth Stoeckel ◽  
...  
Keyword(s):  
Single Case ◽  
Evidence Base ◽  
Distributed Practice ◽  
Single Subject ◽  
Single Subject Design ◽  
Apraxia Of Speech ◽  
Childhood Apraxia Of Speech ◽  
Opposite Pattern ◽  
Massed Practice ◽  
Treatment Conditions

Purpose The aim of this study was to examine 2 aspects of treatment intensity in treatment for childhood apraxia of speech (CAS): practice amount and practice distribution. Method Using an alternating-treatments single-subject design with multiple baselines, we compared high versus low amount of practice, and massed versus distributed practice, in 6 children with CAS. Conditions were manipulated in the context of integral stimulation treatment. Changes in perceptual accuracy, scored by blinded analysts, were quantified with effect sizes. Results Four children showed an advantage for high amount of practice, 1 showed an opposite effect, and 1 showed no condition difference. For distribution, 4 children showed a clear advantage for massed over distributed practice post treatment; 1 showed an opposite pattern, and 1 showed no clear difference. Follow-up revealed a similar pattern. All children demonstrated treatment effects (larger gains for treated than untreated items). Conclusions High practice amount and massed practice were associated with more robust speech motor learning in most children with CAS, compared to low amount and distributed practice, respectively. Variation in effects across children warrants further research to determine factors that predict optimal treatment conditions. Finally, this study adds to the evidence base supporting the efficacy of integral stimulation treatment for CAS. Supplemental Material https://doi.org/10.23641/asha.9630599

Difficult rule-based category learning benefits from massed practice

2009 ◽  
Author(s):  
Michael A. Garcia ◽  
Nate Kornell ◽  
Robert A. Bjork
Keyword(s):  
Category Learning ◽  
Massed Practice ◽  
Rule Based

Rotary Pursuit Performance as a Function of Sex, Sex-Role, and Intertrial Interval

1988 ◽  
Vol 66 (2) ◽  
pp. 443-452 ◽  
Author(s):  
Betsy L. Wisner ◽  
John P. Lombardo ◽  
John F. Catalano
Keyword(s):  
Sex Differences ◽  
Intertrial Interval ◽  
Sex Role ◽  
Distributed Practice ◽  
Massed Practice ◽  
Men And Women ◽  
Rotary Pursuit ◽  
Practice Condition ◽  
Performance Time ◽  
Better Than

Rotary pursuit performance (time on target) and reminiscence data were collected for 113 androgynous and feminine men and women under massed or distributed practice conditions. On the final (eighth) block of practice men performed better than women under conditions of massed practice; while no sex differences were found under distributed practice conditions. Under distributed practice conditions androgynous women performed better than feminine women. In addition, men performed better over-all than women, and subjects in the distributed practice condition performed better than subjects in the massed practice condition. Reminiscence data indicated that under massed practice feminine women obtained larger scores than did feminine men and androgynous women. For women sex-role as well as practice condition influenced performance and reminiscence.

Effects of Massed versus Distributed Practice on Gross and Fine Motor Proficiency of Educable Mentally Handicapped Adolescents

1991 ◽  
Vol 73 (3) ◽  
pp. 219-224
Author(s):  
Robert A. Rider ◽  
Dhari T. Abdulahad
Keyword(s):  
Fine Motor ◽  
Distributed Practice ◽  
Mentally Handicapped ◽  
Motor Proficiency ◽  
Gross Motor ◽  
Massed Practice ◽  
Practice Schedule ◽  
Balance Task ◽  
Pursuit Rotor

Gross and fine motor proficiency were studied in a sample of 52 educable mentally handicapped students ( M = 15.8 yr.), half of whom were assigned to 15 30-sec. trials, a relatively massed practice schedule with 5 sec. between trials, and half to a distributed practice schedule with 30-sec. rests. 5 trials were given 24 hr. later. All subjects performed the stabilometer balance task to measure gross motor proficiency and a 45-rpm pursuit rotor task to measure fine motor proficiency. No significant differences with regard to the practice schedule used early in learning were found, however, boys scored significantly higher on the pursuit rotor than girls.

Rotary pursuit performance under alternate conditions of distributed and massed practice.

1955 ◽  
Vol 49 (1) ◽  
pp. 48-54 ◽  
Author(s):  
M. Ray Denny ◽  
Norman Frisbey ◽  
John Weaver
Keyword(s):  
Massed Practice ◽  
Rotary Pursuit

Massed Practice versus Massed Practice with Stimulation: Effects on Upper Extremity Function and Cortical Plasticity in Individuals with Incomplete Cervical Spinal Cord Injury

2005 ◽  
Vol 19 (1) ◽  
pp. 33-45 ◽  
Author(s):  
Kristina S. Beekhuizen ◽  
Edelle C. Field-Fote
Keyword(s):  
Test Scores ◽  
Cortical Plasticity ◽  
Pinch Strength ◽  
Motor Threshold ◽  
Somatosensory Stimulation ◽  
Massed Practice ◽  
Pinch Grip ◽  
Median Nerve Stimulation ◽  
Cord Injury ◽  
Function Test

To determine the effect of massed practice (MP) versus massed practice combined with somatosensory stimulation (MP+SS) on cortical plasticity and function in persons with incomplete tetraplegia. Methods. Ten subjects were assigned to either MP or MP+SS. Median nerve stimulation (500 ms train, 10 Hz, 1 ms pulse duration) was delivered at the intensity eliciting a motor threshold response. Training sessions were 5 d/week for 3 weeks at 2 h/session. Outcome measures included 1) motor-evoked potentials (MEPs) elicited via transcranial magnetic stimulation (TMS), motor threshold (MT) and MEP amplitude at 1.2 MT; 2) maximal pinch grip force; 3) Wolf Motor Function Test (WMFT) and Jebsen Hand Function Test. Results. The MP+SS group demonstrated significant improvements (P < 0.05) in pinch grip strength (190%), WMFT scores (52%), and Jebsen test scores (33%), whereas the MP group demonstrated significant improvement (P < 0.05) only in Jebsen test scores (11%). No significant changes were detected in cortical excitability in the MP+SS or MP group. Conclusions. The findings of this preliminary study suggest that MP+SS results in greater increases in pinch strength and timed functional test scores than MP. Optimal stimulation paradigms and training methods are needed to further test this strategy.

Studies in Spaced and Massed Learning: III. Paired-Associate and Serial Learning

1950 ◽  
Vol 2 (1) ◽  
pp. 13-18 ◽  
Author(s):  
J. C. Tsao
Keyword(s):  
Relative Efficiency ◽  
Previous Experiment ◽  
Serial Learning ◽  
Paired Associate ◽  
Paired Associate Learning ◽  
Associate Learning ◽  
Massed Practice ◽  
Spaced Practice ◽  
Massed Learning ◽  
The One

An experiment on paired-associate learning was carried out to test Hovland's prediction that spaced practice should be more advantageous than massed if the order of presenting the pairs of nonsense syllables were fixed. In the results, spaced and massed practice showed little difference in learning efficiency. Hovland's prediction was not confirmed. In a previous experiment of this series of studies it had been found that spaced practice was more efficient than massed in serial learning when syllables of “low-meaningfulness” value were used; but that there was little difference in efficiency between the two forms of distribution when “high-meaningfulness” syllables were used. The results of the two experiments naturally suggested that, as regards the relative efficiency of spaced and massed practice, paired-associate learning of low-meaningfulness syllables differed from serial learning of similar syllables, but matched serial learning of high-meaningfulness syllables. It seems justifiable to draw the conclusion that the relative efficiency of spaced and massed practice is different in paired-associate and serial learning, not because remote associations can be formed in the one case and not in the other, as Hovland (1939a, 1939b) assumed; but because the organization of the material and the learning processes are different in the two forms of learning.

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