The distributed practice effects of speaking task repetition

2021 ◽  
Author(s):  
Manami Kobayashi
Keyword(s):  
Practice Effects ◽  
Distributed Practice ◽  
Task Repetition ◽  
Speaking Task

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.

scholarly journals The effect of practice on inhibition in task switching: Controlling for episodic retrieval

2018 ◽  
Author(s):  
Jim Grange ◽  
Paula Kedra ◽  
Alison Stephanie Walker
Keyword(s):  
Task Switching ◽  
Theoretical Models ◽  
Practice Effects ◽  
Task Repetition ◽  
Episodic Retrieval ◽  
Cognitive Inhibition ◽  
Inhibitory Process ◽  
Extended Practice ◽  
The Cost ◽  
Clear Increase

Previous work has shown that extended practice leads to a reduction in a key measure of cognitive inhibition during task switching: The n–2 task repetition cost. However, it has been demonstrated that this n–2 task repetition cost is increased by a non-inhibitory process—namely episodic retrieval—raising the question of whether the observed reduction of the cost with practice is driven by a reduction in inhibition, episodic retrieval effects, or a combination of both. The current study addresses this question by utilising a practice protocol using a task switching paradigm capable of controlling for episodic retrieval. The results showed a reduction in the n–2 task repetition cost with extended practice. The results also showed a clear increase of the n–2 task repetition cost due to episodic retrieval effects. The reduction of the cost with practice was driven by a reduction in inhibition and episodic retrieval contributions to the cost with practice, although there was a larger reduction in the episodic retrieval contribution with practice. The results are discussed with reference to current theoretical models of inhibition in task switching, which need to accommodate episodic retrieval and practice effects.

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.

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

The Effects of a Neutral Stimulus (Buzzer) on Motor Responses and Disfluencies in Normal Speakers

1969 ◽  
Vol 12 (1) ◽  
pp. 179-184 ◽  
Author(s):  
Richard R. Martin ◽  
Gerald M. Siegel
Keyword(s):  
College Students ◽  
Neutral Stimulus ◽  
Motor Responses ◽  
Control Subjects ◽  
And Control ◽  
Speaking Task

Seventy-two college students were divided into three groups: Button Push-Speech (BP-S), Speech-Button Push (S-BP), and Control. BP-S subjects pushed one of two buttons on signal for 8 min. During the last 4 min, depression of the criterion button caused a buzzer to sound. After the button-push task, subjects spoke spontaneously for 30 min. During the last 20 min, the buzzer was presented contingent upon each disfluency. S-BP subjects were run under the same procedures, but the order of button-push and speech tasks was reversed. Control subjects followed the same procedures as S-BP subjects, but no buzzer signal was presented at any time. Both S-BP and BP-S subjects emitted significantly fewer disfluencies during the last 20 min (Conditioning) than during the first 10 min (Baserate) of the speaking task. The frequency of disfluencies for Control subjects did not change significantly from Baserate to Conditioning. In none of the three groups did the frequency of pushes on the criterion button change significantly from minute to minute throughout the 8-min button-push session.

How Useful is the Power Law of Practice for Recognizing Practice in Concentration Tests?

2007 ◽  
Vol 23 (3) ◽  
pp. 157-165 ◽  
Author(s):  
Carmen Hagemeister
Keyword(s):  
Logistic Regression ◽  
Reaction Time ◽  
Power Law ◽  
Error Rate ◽  
Reaction Times ◽  
Practice Effect ◽  
Practice Effects ◽  
Rate Decrease ◽  
Small Practice

Abstract. When concentration tests are completed repeatedly, reaction time and error rate decrease considerably, but the underlying ability does not improve. In order to overcome this validity problem this study aimed to test if the practice effect between tests and within tests can be useful in determining whether persons have already completed this test. The power law of practice postulates that practice effects are greater in unpracticed than in practiced persons. Two experiments were carried out in which the participants completed the same tests at the beginning and at the end of two test sessions set about 3 days apart. In both experiments, the logistic regression could indeed classify persons according to previous practice through the practice effect between the tests at the beginning and at the end of the session, and, less well but still significantly, through the practice effect within the first test of the session. Further analyses showed that the practice effects correlated more highly with the initial performance than was to be expected for mathematical reasons; typically persons with long reaction times have larger practice effects. Thus, small practice effects alone do not allow one to conclude that a person has worked on the test before.

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