Effects of Massed and Distributed Practice on the Learning and Retention of Second-Language Vocabulary

Bloom, Kristine C.; Shuell, Thomas J.

doi:10.1080/00220671.1981.10885317

Cited by 188 publications

(173 citation statements)

References 14 publications

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“…The effects of spacing and lag are wellestablished in second language acquisition research (Atkinson, 1972;Bloom and Shuell, 1981;Cepeda et al, 2006;Pavlik Jr and Anderson, 2008), and benefits have also been shown for gymnastics, baseball pitching, video games, and many other skills. See Ruth (1928), Dempster (1989), and Donovan and Radosevich (1999) for thorough meta-analyses spanning several decades.…”

Section: Introductionmentioning

confidence: 99%

A Trainable Spaced Repetition Model for Language Learning

Settles¹,

Meeder²

2016

Proceedings of the 54th Annual Meeting of the Association for Computational Linguistics (Volume 1: Long Papers)

141

111

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We present half-life regression (HLR), a novel model for spaced repetition practice with applications to second language acquisition. HLR combines psycholinguistic theory with modern machine learning techniques, indirectly estimating the "halflife" of a word or concept in a student's long-term memory. We use data from Duolingo -a popular online language learning application -to fit HLR models, reducing error by 45%+ compared to several baselines at predicting student recall rates. HLR model weights also shed light on which linguistic concepts are systematically challenging for second language learners. Finally, HLR was able to improve Duolingo daily student engagement by 12% in an operational user study.

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Section: Introductionmentioning

confidence: 99%

A Trainable Spaced Repetition Model for Language Learning

Settles¹,

Meeder²

2016

Proceedings of the 54th Annual Meeting of the Association for Computational Linguistics (Volume 1: Long Papers)

141

111

View full text Add to dashboard Cite

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“…However, the beneficial effect of distributed practice has also been found in primary school children learning pictures (e.g., Toppino & DiGeorge, 1984;Toppino, Kasserman, & Mracek, 1991), words (e.g., Toppino & DeMesquita, 1984), or a combination of pictures and words (e.g., Cahill & Toppino, 1993;Rea & Modigliani, 1987;Toppino, 1993). Moreover, some studies have demonstrated that distributed practice enhances foreign vocabulary learning in undergraduate students (e.g., Bahrick, Bahrick, Bahrick, & Bahrick, 1993;Bloom & Shuell, 1981).…”

mentioning

confidence: 99%

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

Goossens

Camp

Verkoeijen

et al. 2016

Applied Cognitive Psychology

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SummaryDistributed practice and retrieval practice are promising learning strategies to use in education. We examined the effects of these strategies in primary school vocabulary lessons. Grades 2, 3, 4, and 6 children performed exercises that were part of the regular curriculum. For the distributed practice manipulation, the children performed six exercises distributed within 1 week (short‐lag repetition) or across 2 weeks (long‐lag repetition). For the repetition type manipulation, children copied a part of the description of a word (restudy) or recalled the description (retrieval practice). At the end of each week, the children received a cued‐recall vocabulary test. After 1 to 11 weeks they received a multiple‐choice vocabulary test. Both on the cued‐recall test and on the multiple‐choice test no benefits of long‐lag repetition and retrieval practice were found. These results put into question the practical value of long‐lag repetition and retrieval practice in real‐life primary school vocabulary lessons.Copyright © 2016 John Wiley & Sons, Ltd.

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“…For instance, the spacing effect has been found in children who were learning pictures (e.g., Toppino & DiGeorge, 1984;Toppino, Kasserman, & Mracek, 1991), words (e.g., Toppino & DeMesquita, 1984), or a combination of pictures and words (e.g., Cahill & Toppino, 1993;Rea & Modigliani, 1987;Toppino, 1993). Third, a number of classroom studies have shown that spacing can be successfully employed in (foreign) vocabulary learning in undergraduate students (e.g., Bloom & Shuell, 1981;Kornell, 2009).…”

mentioning

confidence: 99%