Expanding, Contracting, or Equal Learning Schedules? The Optimal Distribution of Learning Sessions Depends on Retention Interval

Küpper-Tetzel, Carolina E.; Kapler, Irina V.; Wiseheart, Melody

doi:10.1037/e633262013-456

Cited by 4 publications

(6 citation statements)

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“…For example, distributed practice has been shown to be beneficial when learning abstract science concepts (Vlach and Sandhofer, ; Gluckman et al, ). Although most similar investigations have been performed in a laboratory, those that were conducted with science information and in more real world educational settings confirm the powerful effect of distributed practice (Kerfoot, ; Sobel et al, ; Küpper‐Tetzel et al, ). For example, studies by Kerfoot et al () and Kerfoot () demonstrated that urology student learning was more effective with distributed practice (spacing) when compared to massed practice and, in addition, their attitudes were positive towards continuing a distributed practice approach.…”

Section: Introductionmentioning

confidence: 91%

Distributed retrieval practice promotes superior recall of anatomy information

Dobson

Pérez

Linderholm

2016

Anatomical Sciences Ed

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Effortful retrieval produces greater long-term recall of information when compared to studying (i.e., reading), as do learning sessions that are distributed (i.e., spaced apart) when compared to those that are massed together. Although the retrieval and distributed practice effects are well-established in the cognitive science literature, no studies have examined their additive effect with regard to learning anatomy information. The aim of this study was to determine how the benefits of retrieval practice vary with massed versus distributed learning. Participants used the following strategies to learn sets of skeletal muscle anatomy: (1) studying on three different days over a seven day period (SSSS ), (2) studying and retrieving on three different days over a seven day period (SRSR ), (3) studying on two different days over a two day period (SSSSSS ), (4) studying and retrieving on two separate days over a two day period (SRSRSR ), and (5) studying and retrieving on one day (SRx6 ). All strategies consisted of 12 learning phases and lasted exactly 24 minutes. Muscle information retention was assessed via free recall and using repeated measures ANOVAs. A week after learning, the recall scores were 24.72 ± 3.12, 33.88 ± 3.48, 15.51 ± 2.48, 20.72 ± 2.94, and 12.86 ± 2.05 for the SSSS , SRSR , SSSSSS , STSTST , and SRx6 strategies, respectively. In conclusion, the distributed strategies produced significantly better recall than the massed strategies, the retrieval-based strategies produced significantly better recall than the studying strategies, and the combination of distributed and retrieval practice generated the greatest recall of anatomy information. Anat Sci Educ 10: 339-347. © 2016 American Association of Anatomists.

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Section: Introductionmentioning

confidence: 91%

Distributed retrieval practice promotes superior recall of anatomy information

Dobson

Pérez

Linderholm

2016

Anatomical Sciences Ed

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“…Mixed findings have been reported in the literature regarding whether an equal-interval schedule or expanding schedule is more beneficial for retention. Whereas some studies do not show a difference between the two types of spacing schedules (e.g., Balota et al, 2006;Carpenter & DeLosh, 2005;Cull, 2000;Karpicke & Bauernschmidt, 2011), other studies have demonstrated a larger benefit from expanding over equal-interval spacing schedules in specific contexts (Gerbier & Keonig, 2012;Karpicke & Roediger, 2007;Nakata, 2015), and yet other studies have indicated benefits of schedules where spacing was decreased with each subsequent study session (Küpper-Tetzel, Kapler, & Wiseheart, 2014). However, no known studies have examined whether people with developmental amnesia benefit more from an expanding relative to an equal-interval spacing schedule.…”

Section: Introductionmentioning

confidence: 99%

Ameliorating Episodic Memory Deficits in a Young Adult With Developmental (Congenital) Amnesia

Kim

Saberi

Wiseheart

et al. 2018

J Int Neuropsychol Soc

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Objectives: Although the spacing effect has been investigated extensively in a variety of populations, few studies have focused on individuals with hippocampal amnesia and none, to our knowledge, have investigated differences in performance as a function of spacing schedule in these cases. In the current study, we investigated the benefit of expanding and equal-interval, compared to massed, spacing schedules in a developmental amnesic person, H.C., who shows congenitally based abnormal development of the hippocampal memory system. Methods: Given the possibility of plasticity and reorganization in the developing brain, we investigated whether H.C. would benefit more from an expanding versus equal-interval schedule using a continuous recognition paradigm, even though this task has been shown to recruit structures within the medial temporal lobe, including the hippocampus. Results: H.C. and matched controls both showed a clear spacing effect, although neither group benefited more from an equal-interval or expanding spacing schedule. Conclusions: The results of the current study show that the spacing effect is an effective and clinically meaningful memory intervention technique that may be applied to clinical conditions known to affect hippocampal function and episodic memory early in life. (JINS, 2018, 24, 1003–1012)

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“…6,34 However, clarity in this area is difficult as some recent research suggest equal spacing is best or that the best spacing schedule depends on the desired retention interval. 10,11 As an example, Kupper-Tetzel found the contracting schedule superior for medium length intervals, but expanding or equal spacing was better for longer length intervals. 10 To confirm the results of the Kupper study, the current study would need even longer retention intervals, which are challenging given reinforcement of the content from other courses within the curriculum and experiential practice opportunities which may bias results.…”

Section: -33mentioning

confidence: 99%

“…To date, there is no consensus regarding which schedule of practice is best under laboratory conditions. [6][7][8][9][10][11] In an authentic classroom setting, there is less information and agreement regarding the impact of spacing, particularly spacing schedules. [12][13][14][15][16][17] Most studies conducted in a classroom or simulated classroom focus on the spacing of practice versus massed practice, but not on schedules of spacing.…”

Section: Introductionmentioning

confidence: 99%

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Impact of Spacing of Practice on Learning Brand Name and Generic Drugs

Terenyi

Anksorus

Persky

2018

American Journal of Pharmaceutical Education

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Objective. To test the impact of schedules of retrieval practice on learning brand and generic name drug information in a self-paced course. Methods. Students completed weekly quizzes on brand and generic name conversions for 100 commonly prescribed drugs. Each student completed part of the drug list on a schedule of equal, expanding, or contracting spacing, one practice (massed) or study only in a partial block design. Results. On measures of long-term retention, the contracting spacing schedule led to superior retention (67%) compared to the massed practice (50%) and study-only condition (46%); contracting practice also was significantly higher than expanding practice (58%,) or equal practice (59%). Overall performance decreased by almost 50% (final exam 95%, long-term retention 55%) over a 6-week period. Conclusion. A contracting spacing schedule was the most effective schedule of practice, and all spacing schedules were superior to massed practice or study-only conditions.

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Expanding, Contracting, or Equal Learning Schedules? The Optimal Distribution of Learning Sessions Depends on Retention Interval

Cited by 4 publications

References 0 publications

Distributed retrieval practice promotes superior recall of anatomy information

Distributed retrieval practice promotes superior recall of anatomy information

Ameliorating Episodic Memory Deficits in a Young Adult With Developmental (Congenital) Amnesia

Impact of Spacing of Practice on Learning Brand Name and Generic Drugs

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