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Wegener S, Wang HC, Beyersmann E, Nation K, Colenbrander D, Castles A. The effects of spacing and massing on children's orthographic learning. J Exp Child Psychol 2021; 214:105309. [PMID: 34753014 DOI: 10.1016/j.jecp.2021.105309] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/18/2021] [Revised: 09/30/2021] [Accepted: 09/30/2021] [Indexed: 11/27/2022]
Abstract
Despite substantial evidence that spacing study opportunities over time improves the retention of learned verbal material compared with study trials that occur consecutively, the influence of temporal spacing on children's learning of written words has not been investigated. This experiment examined whether temporal spacing influenced Grade 3 and 4 children's (N = 37; mean age = 8 years 7 months) learning of novel written words during independent reading compared with massing. Children read 16 sentences containing a novel word under either a spaced (sentences appeared once in each of four blocks) or massed conditions (four consecutive trials). After a delay, orthographic learning was assessed using recognition (orthographic choice) and recall (spelling to dictation) measures. Words experienced in the spaced condition were better recognized than those in the massed condition, but there was no effect on recall. These findings suggest that temporal spacing influences the acquisition of new written word forms, extending the potential utility of the spacing principle to reading acquisition.
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Affiliation(s)
- Signy Wegener
- Department of Cognitive Science, Macquarie University, Sydney, New South Wales 2109, Australia; Macquarie University Centre for Reading, Macquarie University, Sydney, New South Wales 2109, Australia.
| | - Hua-Chen Wang
- Macquarie University Centre for Reading, Macquarie University, Sydney, New South Wales 2109, Australia; School of Education, Macquarie University, Sydney, New South Wales 2109, Australia
| | - Elisabeth Beyersmann
- Department of Cognitive Science, Macquarie University, Sydney, New South Wales 2109, Australia; Macquarie University Centre for Reading, Macquarie University, Sydney, New South Wales 2109, Australia
| | - Kate Nation
- Department of Experimental Psychology, University of Oxford, Oxford OX2 6GG, UK
| | - Danielle Colenbrander
- Department of Cognitive Science, Macquarie University, Sydney, New South Wales 2109, Australia; Macquarie University Centre for Reading, Macquarie University, Sydney, New South Wales 2109, Australia
| | - Anne Castles
- Department of Cognitive Science, Macquarie University, Sydney, New South Wales 2109, Australia; Macquarie University Centre for Reading, Macquarie University, Sydney, New South Wales 2109, Australia
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Li B, Ning F, Zhang L, Yang B, Zhang L. Evaluation of a Practice System Supporting Distributed Practice for Novice Programming Students. JOURNAL OF PACIFIC RIM PSYCHOLOGY 2021. [DOI: 10.1177/18344909211008264] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022] Open
Abstract
Programming is an important skill in the 21st century, but it is difficult for novices to learn. To help students practice and learn efficiently, the authors developed a mobile platform called Daily Quiz, which incorporated distributed practice theory. To evaluate the impact of distributed practice in programming learning facilitated by Daily Quiz, the authors conducted a between-subject experiment with 200 freshmen divided into two groups. Both groups received the same number of multiple-choice questions via Daily Quiz. However, the control group was encouraged to practice every 7 days, whereas the experimental group was encouraged to practice every 3 days. The results showed that this simple manipulation significantly improved the experimental group’s performance on final exams. Further analysis revealed that the experimental group of students achieved a higher rate of first-check correctness and tended to be more engaged in academic social interaction. Finally, a behavioral sequence analysis was adopted to compare the behavioral patterns of the two groups to investigate how distributed practice helped the students learn more efficiently.
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Affiliation(s)
- Baoping Li
- Faculty of Education, Beijing Normal University
- Advanced Innovation Center of Future Education, Beijing Normal University
| | | | | | - Bo Yang
- Advanced Innovation Center of Future Education, Beijing Normal University
| | - Lishan Zhang
- National Engineering Research Center for E-Learning, Central China Normal University
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Goossens NAMC, Camp G, Verkoeijen PPJL, Tabbers HK, Bouwmeester S, Zwaan RA. Distributed Practice and Retrieval Practice in Primary School Vocabulary Learning: A Multi-classroom Study. APPLIED COGNITIVE PSYCHOLOGY 2016. [DOI: 10.1002/acp.3245] [Citation(s) in RCA: 18] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/10/2022]
Affiliation(s)
- Nicole A. M. C. Goossens
- Erasmus University Rotterdam; Rotterdam the Netherlands
- Open University of the Netherlands; Heerlen the Netherlands
| | - Gino Camp
- Open University of the Netherlands; Heerlen the Netherlands
- Erasmus University Rotterdam; Rotterdam the Netherlands
| | - Peter P. J. L. Verkoeijen
- Erasmus University Rotterdam; Rotterdam the Netherlands
- Avans University of Applied Sciences Breda; the Netherlands
| | | | | | - Rolf A. Zwaan
- Erasmus University Rotterdam; Rotterdam the Netherlands
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Gluckman M, Vlach HA, Sandhofer CM. Spacing Simultaneously Promotes Multiple Forms of Learning in Children's Science Curriculum. APPLIED COGNITIVE PSYCHOLOGY 2014. [DOI: 10.1002/acp.2997] [Citation(s) in RCA: 35] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Affiliation(s)
- Maxie Gluckman
- Department of Psychology; University of California; Los Angeles USA
| | - Haley A. Vlach
- Department of Educational Psychology; University of Wisconsin; Madison USA
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Goossens NAMC, Camp G, Verkoeijen PPJL, Tabbers HK, Zwaan RA. Spreading the words: A spacing effect in vocabulary learning. JOURNAL OF COGNITIVE PSYCHOLOGY 2012. [DOI: 10.1080/20445911.2012.722617] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/27/2022]
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Son LK, Simon DA. Distributed Learning: Data, Metacognition, and Educational Implications. EDUCATIONAL PSYCHOLOGY REVIEW 2012. [DOI: 10.1007/s10648-012-9206-y] [Citation(s) in RCA: 51] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
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Carpenter SK, Cepeda NJ, Rohrer D, Kang SHK, Pashler H. Using Spacing to Enhance Diverse Forms of Learning: Review of Recent Research and Implications for Instruction. EDUCATIONAL PSYCHOLOGY REVIEW 2012. [DOI: 10.1007/s10648-012-9205-z] [Citation(s) in RCA: 207] [Impact Index Per Article: 17.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
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Sobel HS, Cepeda NJ, Kapler IV. Spacing effects in real-world classroom vocabulary learning. APPLIED COGNITIVE PSYCHOLOGY 2010. [DOI: 10.1002/acp.1747] [Citation(s) in RCA: 97] [Impact Index Per Article: 6.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/05/2022]
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The spacing effect in intentional and incidental free recall by children and adults: Limits on the automaticity hypothesis. Mem Cognit 2009; 37:316-25. [PMID: 19246346 DOI: 10.3758/mc.37.3.316] [Citation(s) in RCA: 18] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Abstract
Preschoolers, elementary school children, and college students exhibited a spacing effect in the free recall of pictures when learning was intentional. When learning was incidental and a shallow processing task requiring little semantic processing was used during list presentation, young adults still exhibited a spacing effect, but children consistently failed to do so. Children, however, did manifest a spacing effect in incidental learning when an elaborate semantic processing task was used. These results limit the hypothesis that the spacing effect in free recall occurs automatically and constrain theoretical accounts of why the spacing between repetitions affects recall performance.
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Price HL, Connolly DA, Gordon HM. Children's memory for complex autobiographical events: Does spacing of repeated instances matter? Memory 2006; 14:977-89. [PMID: 17077032 DOI: 10.1080/09658210601009005] [Citation(s) in RCA: 14] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/24/2022]
Abstract
Often, when children testify in court they do so as victims of a repeated offence and must report details of an instance of the offence. One factor that may influence children's ability to succeed in this task concerns the temporal distance between presentations of the repeated event. Indeed, there is a substantial amount of literature on the "spacing effect" that suggests this may be the case. In the current research, we examined the effect of temporal spacing on memory reports for complex autobiographical events. Children participated in one or four play sessions presented at different intervals. Later, children were suggestively questioned, and then participated in a memory test. Superior recall of distributed events (a spacing effect) was found when the delay to test was 1 day (Experiment 1) but there was little evidence for a spacing effect when the delay was 1 week (Experiment 2). Implications for understanding children's recall of repeated autobiographical events are discussed.
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Affiliation(s)
- Heather L Price
- Department of Psychology, Simon Fraser University, 8888 University Drive, Burnaby, BC, V5A 1S6, Canada.
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Cepeda NJ, Pashler H, Vul E, Wixted JT, Rohrer D. Distributed practice in verbal recall tasks: A review and quantitative synthesis. Psychol Bull 2006; 132:354-80. [PMID: 16719566 DOI: 10.1037/0033-2909.132.3.354] [Citation(s) in RCA: 614] [Impact Index Per Article: 34.1] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Abstract
The authors performed a meta-analysis of the distributed practice effect to illuminate the effects of temporal variables that have been neglected in previous reviews. This review found 839 assessments of distributed practice in 317 experiments located in 184 articles. Effects of spacing (consecutive massed presentations vs. spaced learning episodes) and lag (less spaced vs. more spaced learning episodes) were examined, as were expanding interstudy interval (ISI) effects. Analyses suggest that ISI and retention interval operate jointly to affect final-test retention; specifically, the ISI producing maximal retention increased as retention interval increased. Areas needing future research and theoretical implications are discussed.
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Affiliation(s)
- Nicholas J Cepeda
- Department of Psychology, University of California, San Diego, CA, USA.
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Seabrook R, Brown GDA, Solity JE. Distributed and massed practice: from laboratory to classroom. APPLIED COGNITIVE PSYCHOLOGY 2005. [DOI: 10.1002/acp.1066] [Citation(s) in RCA: 120] [Impact Index Per Article: 6.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/10/2022]
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Toppino TC, Kasserman JE, Mracek WA. The effect of spacing repetitions on the recognition memory of young children and adults. J Exp Child Psychol 1991; 51:123-38. [PMID: 2010724 DOI: 10.1016/0022-0965(91)90079-8] [Citation(s) in RCA: 65] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/29/2022]
Abstract
In Experiment 1, preschoolers, first graders, and third graders were presented a list of pictures that included twice-presented items separated by varying numbers of intervening items. Performance on a subsequent recognition test improved as the spacing between repetitions increased, but the effect of spacing did not interact reliably with grade level. In Experiment 2a, we replicated the spaced-repetition effect in young children and found a similar effect in college students. In Experiment 2b, we varied the conditions under which lists were presented to college students and again found a spacing function that was comparable to that of very young children. The results are consistent with the hypothesis that spaced-repetition effects in recognition are produced by fundamental memory mechanisms that are operational at a very early age and which undergo little change with development.
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Affiliation(s)
- T C Toppino
- Department of Psychology, Villanova University, PA 19085
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