Brain stimulation reinforcement with distributed practice: Effects of electrode locus, previous experience, and stimulus intensity.

1967 ◽  
Vol 63 (2) ◽  
pp. 175-183 ◽  
Author(s):  
John W. Scott
Keyword(s):  
Stimulus Intensity ◽  
Brain Stimulation ◽  
Previous Experience ◽  
Practice Effects ◽  
Distributed Practice

Influence of abilities on performance during practice: Effects of massed and distributed practice.

1994 ◽  
Vol 86 (1) ◽  
pp. 134-144 ◽  
Author(s):  
Michael D. Mumford ◽  
David P. Costanza ◽  
Wayne A. Baughman ◽  
K. Victoria Threlfall ◽  
Edwin A. Fleishman
Keyword(s):  
Practice Effects ◽  
Distributed Practice

Massed and Distributed Practice Effects: Phenomena in Search of a Theory?

1988 ◽  
Vol 59 (4) ◽  
pp. 308-313 ◽  
Author(s):  
K. M. Newell ◽  
A. Antoniou ◽  
L. G. Carlton
Keyword(s):  
Practice Effects ◽  
Distributed Practice

Passive Viewing of the Necker Cube during Massed and Distributed Practice

1993 ◽  
Vol 76 (1) ◽  
pp. 31-34 ◽  
Author(s):  
Terri Schellinger ◽  
John Beer
Keyword(s):  
High School ◽  
Necker Cube ◽  
Practice Effects ◽  
Distributed Practice ◽  
Learning Effects ◽  
Massed Practice ◽  
Psychology Class ◽  
Practice Group ◽  
Group 4 ◽  
Passive Viewing

Of 24 students from a psychology class in high school 12 were randomly assigned to a Massed Practice group (4 boys, 8 girls each) and 12 to a Distributed Practice group. They viewed a Necker cube for a 3-min. trial on three occasions separated by a week. The Massed Practice group had no rests while the Distributed Practice group rested 1 min. after each 1 min. of viewing. There were no significant differences for total reversals between Massed and Distributed groups on any trial. There were no significant differences between boys and girls on Trials 1 and 2, but on Trial 3 boys reported significantly more reversals than girls. Within each group there was a significant increase in the number of reversals from Trial 1 to Trial 3, indicating learning effects. Rigidity scores did not correlate significantly with the total Necker cube reversals for Trials 1, 2, or 3. The massed and distributed practice effects were not present although learning was noted. Longer rests may be needed for practice effects within trials; long rests of 7 days between trials may account for lack of differences.

Distribution of Practice Effects on Learning Retention and Relearning by Retarded Boys

1976 ◽  
Vol 43 (1) ◽  
pp. 159-164 ◽  
Author(s):  
William C. Chasey
Keyword(s):  
Skill Acquisition ◽  
Practice Effects ◽  
Distributed Practice ◽  
Massed Practice ◽  
Learning Retention ◽  
Practice Group ◽  
Learning Factor ◽  
Initial Acquisition ◽  
The Difference ◽  
Gross Motor Skill

The stabilometer task was used to study the difference between massed practice and distributed practice on initial acquisition, retention, and relearning of a gross motor skill by mentally retarded boys. 72 subjects were randomly assigned to either one massed practice group or one of three distributed practice groups with varying intertrial rest intervals. All subjects were retested for retention and relearning after 8 wk. of no practice. The results indicated that distributed practice was superior to massed practice for initial skill acquisition. Retention was superior, favoring the group given distributed practice, but no significant differences were found between groups for relearning, indicating that the advantage of distributed practice may be temporary and that it is a performance rather than a learning factor.

Reflex Responses in Upper Limb Muscles to Cutaneous Stimuli

1993 ◽  
Vol 20 (04) ◽  
pp. 271-278 ◽  
Author(s):  
R. Chen
Keyword(s):  
Stimulus Intensity ◽  
Upper Limb ◽  
Healthy Subjects ◽  
Voluntary Contraction ◽  
Cutaneous Reflexes ◽  
Focal Lesions ◽  
Normal Ranges ◽  
Conduction Velocities ◽  
Limb Muscles ◽  
Biphasic Responses

ABSTRACT:Cutaneous reflexes in the upper limb were elicited by stimulating digital nerves and recorded by averaging rectified EMG from proximal and distal upper limb muscles during voluntary contraction. Distal muscles often showed a triphasic response: an inhibition with onset about 50 ms (Il) followed by a facilitation with onset about 60 ms (E2) followed by another inhibition with onset about 80 ms (12). Proximal muscles generally showed biphasic responses beginning with facilitation or inhibition with onset at about 40 ms. Normal ranges for the amplitude of these components were established from recordings on 22 arms of 11 healthy subjects. An attempt was made to determine the alterent fibers responsible for the various components by varying the stimulus intensity, by causing ischemic block of larger fibers and by estimating the afferent conduction velocities. The central pathways mediating these reflexes were examined by estimating central delays and by studying patients with focal lesions

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

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