Distributed Practice and Retrieval Practice in Primary School Vocabulary Learning: A Multi‐classroom Study

Goossens, Nicole A. M. C.; Camp, Gino; Verkoeijen, Peter P. J. L.; Tabbers, Huib K.; Bouwmeester, Samantha; Zwaan, Rolf A.

doi:10.1002/acp.3245

Cited by 30 publications

(45 citation statements)

References 48 publications

(72 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Interestingly, advantages of distributed learning were shown for vocabulary learning with school students in classroom settings (Bloom and Shuell, 1981; Sobel et al, 2011; Küpper-Tetzel et al, 2014), and distributed learning of scientific concepts and laws seems to foster long-term learning (Grote, 1995; Vlach and Sandhofer, 2012; Gluckman et al, 2014; Vlach, 2014; Kapler et al, 2015). However, in an experiment conducted by Goossens et al (2016), a longer lag failed to facilitate primary school vocabulary learning in a classroom learning scenario compared to a shorter lag condition.…”

Section: Introductionmentioning

confidence: 89%

Distributed Learning in the Classroom: Effects of Rereading Schedules Depend on Time of Test

Greving

Richter

2019

Front. Psychol.

View full text Add to dashboard Cite

Research with adults in laboratory settings has shown that distributed rereading is a beneficial learning strategy but its effects depend on time of test. When learning outcomes are measured immediately after rereading, distributed rereading yields no benefits or even detrimental effects on learning, but the beneficial effects emerge two days later. In a preregistered experiment, the effects of distributed rereading were investigated in a classroom setting with school students. Seventh-graders (N = 191) reread a text either immediately or after 1 week. Learning outcomes were measured after 4 min or 1 week. Participants in the distributed rereading condition reread the text more slowly, predicted their learning success to be lower, and reported a lower on-task focus. At the shorter retention interval, massed rereading outperformed distributed rereading in terms of learning outcomes. Contrary to students in the massed condition, students in the distributed condition showed no forgetting from the short to the long retention interval. As a result, they performed equally well as the students in the massed condition at the longer retention interval. Our results indicate that distributed rereading makes learning more demanding and difficult and leads to higher effort during rereading. Its effects on learning depend on time of test, but no beneficial effects were found, not even at the delayed test.

show abstract

Section: Introductionmentioning

confidence: 89%

Distributed Learning in the Classroom: Effects of Rereading Schedules Depend on Time of Test

Greving

Richter

2019

Front. Psychol.

View full text Add to dashboard Cite

show abstract

“…Generally, the results are positive, which is impressive considering the added variability and complexities of real-world learning (e.g., students missing classes, student distraction, preknowledge of curriculum material, etc. ; but see Goossens et al, 2016). The field is at a point where preliminary recommendations can be made to educators and students about how and when to integrate distributed practice into classroom learning.…”

Section: Recommendations For Integrating Distributed Practice Into CLmentioning

confidence: 99%

Enhancing the Quality of Student Learning Using Distributed Practice

Wiseheart¹,

Küpper-Tetzel²,

Weston³

et al. 2019

The Cambridge Handbook of Cognition and Education

View full text Add to dashboard Cite

Whether you are an educator or a student, effective time management is critical to achieving success in the formal education system. For educators, the expectation is that a significant amount of curriculum can be covered in a condensed period of time. The goal is to maximize the amount of learning that takes place in the classroom so that students are prepared for the grade level or course that will follow. For students, the expectation is that a range of subject materials will be studied and tested in a short amount of time. This system of learning prioritizes the quantity of knowledge conveyed to students over the quality of students' learningthat is, long-lasting comprehension and retention of the material. In preparation for an upcoming test or exam, teachers and students must decide what material to review and when and how to review it. To maximize the use of limited learning time, it is important to identify learning strategies that will be not only effective but also efficient tools for promoting long-term retention of classroom materials.The field of cognitive psychology offers a wealth of insight on how to enhance knowledge retention. Particularly, researchers have consistently shown the benefit of repetition or reviewing of newly learned information on long-term memory. As explained in the writings of memory researcher Ebbinghaus (1885/1964), "with any considerable number of repetitions a suitable distribution of them over a space of time is decidedly more advantageous than the massing of them at a single time" (p. 89). This phenomenon is called the distributed practice effect or spacing effect, and it refers to the finding that when reviewing previously learned material, distributing or "spacing" a set amount of study time across sessions leads to better memory performance in the long run than "massing" or cramming the same amount of study time into a single session. A typical research design for investigating the spacing effect consists of two study events and one test event. During the first study event, new material is introduced and learned (sometimes to a criterion); during the second study event, the same material is reviewed; and during the test event, the material is tested (Figure 22.1). The time interval between the first and second study events is referred to as the interstudy interval; it can be short/ massed (e.g., immediate or a few seconds later) or long/spaced (e.g., minutes, hours, or days later). The time interval between the last study event and the test event is referred to as the retention interval; it can also be short (e.g., an immediate test or a test in 5 minutes) or long (e.g., a test a month or year away). Therefore, the distributed practice effect can be studied in both single-session experiments as well as multiday experiments. 550

show abstract

“…The question addressed in the current study was whether these results generalise to secondary school students. Prior research has namely focused almost exclusively on (mostly psychology) undergraduate university students (see Blasiman et al, , for an overview), whereas it is also known that several strategies listed by Dunlosky, Rawson, Marsh, Nathan, and Willingham, () such as retrieval practice and distributed practice are also highly effective for younger students (e.g., Dirkx, ; Goossens, Camp, Verkoeijen, & Tabbers, ; Goossens, Camp, Verkoeijen, Tabbers, Bouwmeester, & Zwaan, ). However, as secondary school students' cognitive and metacognitive abilities are still developing (e.g., Crone & Dahl, ), this might affect their study strategy preferences in the sense that they use even less optimal strategies than do college students.…”

Section: Introductionmentioning

confidence: 99%

Do secondary school students make use of effective study strategies when they study on their own?

Dirkx

Camp

Kester

et al. 2019

Applied Cognitive Psychology

Self Cite

View full text Add to dashboard Cite

Although there is a large body of evidence for the utility of particular study strategies such as retrieval practice and distributed practice as memory-enhancing instruments, they are seldom used by learners in educational practice. Thus far, the research on the use of these study strategies has focused only on undergraduate university students, oftentimes only investigating a set of predefined strategies. The question, thus, remains whether these results are generalisable to secondary school students. The present study is the first to explore the use of different study strategies by secondary school students. With the use of an open question, 316 secondary school students from three different secondary school levels were asked how they prepare for an exam when they are studying by themselves. The results show that secondary school students use study strategies considered to be suboptimal. In the discussion, we compare our findings with results of previous studies among undergraduate university students.

show abstract

Distributed Practice and Retrieval Practice in Primary School Vocabulary Learning: A Multi‐classroom Study

Cited by 30 publications

References 48 publications

Distributed Learning in the Classroom: Effects of Rereading Schedules Depend on Time of Test

Distributed Learning in the Classroom: Effects of Rereading Schedules Depend on Time of Test

Enhancing the Quality of Student Learning Using Distributed Practice

Do secondary school students make use of effective study strategies when they study on their own?

Contact Info

Product

Resources

About