Refine
Has Fulltext
- yes (11)
Is part of the Bibliography
- yes (11)
Document Type
- Journal article (11)
Keywords
- generation effect (2)
- retention interval (2)
- spacing effect (2)
- Arbeitsmarkt für Psychologinnen und Psychologen (1)
- Diagnose (1)
- Diktat (1)
- Fehleridentifikation (1)
- Inhaltsanalyse (1)
- Lese-Rechtschreibstörung (1)
- Rechtschreibung (1)
- Stellenanzeigen (1)
- Studiengangsgestaltung (1)
- cognitive basis (1)
- content analysis (1)
- credibility (1)
- design of study programs (1)
- desirable difficulties (1)
- developmental dyslexia (1)
- diagnosis (1)
- dictation (1)
- distributed learning (1)
- distributed practice (1)
- educational psychology (1)
- error detection (1)
- expository texts (1)
- high intelligence (1)
- identity defense (1)
- job advertisements (1)
- job market for psychologists (1)
- lag effect (1)
- learning (1)
- learning from text (1)
- learning with expository texts (1)
- metacognitive competences (1)
- mood states (1)
- narrative texts (1)
- net testing effect (1)
- older poor readers (1)
- plausibility (1)
- primary school (1)
- question format (1)
- reading (1)
- reading comprehension (1)
- replication (1)
- rereading (1)
- retrieval practice (1)
- school (1)
- social identity (1)
- sourcing (1)
- spelling (1)
- syllable-based intervention (1)
- testing effect (1)
- text comprehension (1)
- university teaching (1)
- validation (1)
- word reading fluency (1)
Institute
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.