Studies of distributed practice: XXIII. Variations in response-term interference.

1964 ◽  
Vol 68 (2) ◽  
pp. 201-212 ◽  
Author(s):  
Benton J. Underwood ◽  
Bruce R. Ekstrand ◽  
Geoffrey Keppel
Keyword(s):  
Response Term ◽  
Distributed 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

What Makes Distributed Practice Effective?

2008 ◽  
Author(s):  
Jonathan G. Tullis ◽  
Aaron S. Benjamin
Keyword(s):  
Distributed Practice

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 of Test Taking on Achievement and Test Anxiety

1994 ◽  
Vol 74 (3) ◽  
pp. 915-919 ◽  
Author(s):  
John W. Zimmer ◽  
Dennis J. Hocevar
Keyword(s):  
Test Anxiety ◽  
Distributed Practice ◽  
Final Examination ◽  
Test Taking ◽  
Distributed Testing ◽  
Quasi Experimental ◽  
Initial Sessions ◽  
Final Examination Performance ◽  
Testing Condition ◽  
And Control

The effects of massed versus distributed practice on achievement and test anxiety were investigated using a quasi-experimental design employing 56 college students under two conditions. Test anxiety was assessed using Sarason's four-dimensional Reactions to Tests, while classroom achievement was measured on tests using multiple-choice applications. Experimental subjects were given four Reactions to Tests items and 10-item examinations on a weekly basis for 10 weeks, while control subjects had only a 100-item final examination. Analysis indicated (1) significantly higher final examination performance for the distributed testing condition; (2) a significant reduction in test anxiety between initial sessions and the remainder of the term in the distributed testing condition; (3) no difference in test anxiety between the distributed testing and control conditions when test anxiety was assessed at the end of the term; and (4) nonsignificant correlations between test anxiety dimensions of the Reactions to Tests and achievement in both the control and distributed testing conditions. Results support the contention that relationships between achievement and test anxiety may be more complex than previously thought.

scholarly journals The advantage of distributed practice in a blended learning setting

2021 ◽  
Author(s):  
Nathanael S. Jost ◽  
Sina L. Jossen ◽  
Nicolas Rothen ◽  
Corinna S. Martarelli
Keyword(s):  
Blended Learning ◽  
Distributed Practice

Effects of Type of Recall Test and Spaced Presentations of Stimulus Terms, Response Terms and Stimulus-Response Terms on Retention in Paired-Associate Learning

1973 ◽  
Vol 33 (1) ◽  
pp. 307-311 ◽  
Author(s):  
Edward W. C. McAllister
Keyword(s):  
Retention Test ◽  
Paired Associate ◽  
Response Term ◽  
Paired Associate Learning ◽  
Stimulus Term ◽  
Associate Learning ◽  
Stimulus Response ◽  
Reinforcement Interval ◽  
Delay Of Reinforcement ◽  
Term Response

The present experiment tested the effects of reinforcement type (stimulus term, response term, and stimulus-response pairs) and type of recall-retention test (stimulus type or response type) as between- S variables and delay-of-reinforcement interval as a within- S variable on retention in paired-associate learning. The analysis showed that type of reinforcement and delay-of-reinforcement interval resulted in significant effects. Type of recall-retention test was not significant and interactions were nonsignificant.

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