Beyond the Distributed Practice Effect: Is Distributed Learning Also Effective for Learning With Non-repeated Text Materials?
Please always quote using this URN: urn:nbn:de:bvb:20-opus-247944
- Distributed learning is often recommended as a general learning strategy, but previous research has established its benefits mainly for learning with repeated materials. In two experiments, we investigated distributed learning with complementary text materials. 77 (Experiment 1) and 130 (Experiment 2) seventh graders read two texts, massed vs. distributed, by 1 week (Experiment 1) or 15 min (Experiment 2). Learning outcomes were measured immediately and 1 week later and metacognitive judgments of learning were assessed. In Experiment 1,Distributed learning is often recommended as a general learning strategy, but previous research has established its benefits mainly for learning with repeated materials. In two experiments, we investigated distributed learning with complementary text materials. 77 (Experiment 1) and 130 (Experiment 2) seventh graders read two texts, massed vs. distributed, by 1 week (Experiment 1) or 15 min (Experiment 2). Learning outcomes were measured immediately and 1 week later and metacognitive judgments of learning were assessed. In Experiment 1, distributed learning was perceived as more difficult than massed learning. In both experiments, massed learning led to better outcomes immediately after learning but learning outcomes were lower after 1 week. No such decrease occurred for distributed learning, yielding similar outcomes for massed and distributed learning after 1 week. In sum, no benefits of distributed learning vs. massed learning were found, but distributed learning might lower the decrease in learning outcomes over time.…
Author: | Carla Elisabeth Greving, Tobias Richter |
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URN: | urn:nbn:de:bvb:20-opus-247944 |
Document Type: | Journal article |
Faculties: | Fakultät für Humanwissenschaften (Philos., Psycho., Erziehungs- u. Gesell.-Wissensch.) / Institut für Psychologie |
Language: | English |
Parent Title (English): | Frontiers in Psychology |
ISSN: | 1664-1078 |
Year of Completion: | 2021 |
Volume: | 12 |
Article Number: | 685245 |
Source: | Frontiers in Psychology (2021) 12:685245. doi: 10.3389/fpsyg.2021.685245 |
DOI: | https://doi.org/10.3389/fpsyg.2021.685245 |
Dewey Decimal Classification: | 1 Philosophie und Psychologie / 15 Psychologie / 150 Psychologie |
Tag: | distributed practice; learning from text; reading; retention interval; spacing effect |
Release Date: | 2022/02/09 |
Date of first Publication: | 2021/10/15 |
Open-Access-Publikationsfonds / Förderzeitraum 2021 | |
Licence (German): | CC BY: Creative-Commons-Lizenz: Namensnennung 4.0 International |