“…Further, do breaks facilitate attention and learning across participants or are they more beneficial to some than others? The old literature on massed versus distributed practice suggests that for adults (e.g., Hunter, 1929) and primary school children (Toppino & DiGeorge, 1984), breaks are selectively, not generally, beneficial. The specificity of this effect, as well as its Interaletive effect with age, certainly merits further study.…”