Spreading the words: A spacing effect in vocabulary learning

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

doi:10.1080/20445911.2012.722617

Cited by 37 publications

(68 citation statements)

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“…In contrast to earlier conducted studies (e.g., Goossens et al, 2012;Goossens, Camp, Verkoeijen, Tabbers, & Zwaan, 2014;Sobel et al, 2011), the experiment was fully integrated in the vocabulary learning curriculum. The children had to perform their own vocabulary learning exercises that were scheduled differently (for the distributed practice manipulation) and that were supplemented with additional exercises (for the repetition type manipulation).…”

Section: Discussionmentioning

confidence: 98%

“…Fourth, in contrast to studies performed with only one age group or grade (e.g., Goossens, Camp, Verkoeijen, & Tabbers, 2012;Goossens, Camp, Verkoeijen, Tabbers, & Zwaan, 2014;Sobel et al, 2011), we conducted experiments in Grades 2, 3, 4, and 6 to be able to generalize our results to different age groups.…”

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“…Only a few studies have demonstrated a benefit of distributed practice in first language vocabulary learning (e.g., Goossens, Camp, Verkoeijen, Tabbers, & Zwaan, 2012;Kornell, 2009;Sobel, Cepeda, & Kapler, 2011). For example, Kornell (2009) had undergraduate students study 40 flashcards, each with an unknown word and its synonym (e.g., effulgent-brilliant).…”

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confidence: 99%

“…On the final test a beneficial effect of distributed practice was found. Goossens et al (2012) had children in Grade 3 learn 30 words by performing three different exercises from regular learning materials of Grade 4. The exercises were presented on the same day (massed practice) or on three consecutive days (distributed practice).…”

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“…Second, in many experiments on distributed practice, a distributed condition is compared with a massed condition, in which words are learned in a single learning session (see for example Goossens et al, 2012;Sobel et al, 2011). However, in (Dutch) vocabulary learning curricula, vocabulary exercises are usually not massed in a single learning session, but rather distributed over several learning sessions during the week (e.g., Janssen & Van Ooijen, 2012;Van de Gein, Van de Guchte, & Kouwenberg, 2008).…”

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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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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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How the Amount and Spacing of Retrieval Practice Affect the Short- and Long-Term Retention of Mathematics Knowledge

et al. 2019

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Spacing and Interleaving Effects Require Distinct Theoretical Bases: a Systematic Review Testing the Cognitive Load and Discriminative-Contrast Hypotheses

2021

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Spaced and interleaved practices have been identified as effective learning strategies which sometimes are conflated as a single strategy and at other times treated as distinct. Learning sessions in which studying information or practicing problems are spaced in time with rest-from-deliberate-learning periods between sessions generally result in better learning outcomes than massed practice without rest-from-deliberate-learning periods. Interleaved practice also consists of spaced sessions, but by interleaving topics rather than having rest-from-deliberate-learning periods. Interleaving is usually contrasted with blocking in which each learning topic is taught in a single block that provides an example of massed practice. The general finding that interleaved practice is more effective for learning than blocked practice is sometimes attributed to spacing. In the current paper, the presence of rest-from-deliberate-learning periods is used to distinguish between spaced and interleaved practice. We suggest that spaced practice is a cognitive load effect that can be explained by working memory resource depletion during cognitive effort with recovery during rest-from-deliberate-learning, while interleaved practice can be explained by the discriminative-contrast hypothesis positing that interleaving assists learners to discriminate between topic areas. A systematic review of the literature provides evidence for this suggestion.

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Spreading the words: A spacing effect in vocabulary learning

Cited by 37 publications

References 15 publications

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

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

How the Amount and Spacing of Retrieval Practice Affect the Short- and Long-Term Retention of Mathematics Knowledge

Spacing and Interleaving Effects Require Distinct Theoretical Bases: a Systematic Review Testing the Cognitive Load and Discriminative-Contrast Hypotheses

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