distributed practice


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distributed practice

n
(Psychology) psychol learning with reasonably long intervals between separate occasions of learning. Compare massed practice
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9] Both distributed practice and overlearning have been connected to higher examination marks and long-term retention of material.
Distributed practice in verbal recall tasks: A review and quantitative synthesis.
The online quizzes make every student accountable for each class meeting, encourage distributed practice (as opposed to cramming) that allows for reflection and correcting errors, inform instructional decisions, and allow the professor opportunities to model decision strategies in the classroom.
Although there has been much published research on the benefits of distributed practice (Cepeda, Pashler, Vul, Wixted, & Rohrer, 2006) and the testing effect (Eisenkraemer, Jaeger, & Stein, 2013), very few studies are available regarding cumulative testing in college courses.
The articles herein look at research on understanding the distributed practice effect: strong effects on weak theoretical grounds.
Although the two instructional approaches were found to operate independently, they share many components and procedures, such as drill and repetition, distributed practice, task analysis, small-group instruction, and strategy cues, all of which were found to increase the predictive power of treatment effectiveness.
In the first article, Glenna Batson examines research from neuroscience and motor learning on distributed practice, evaluating the potential problems with repetitive movement without sufficient rest.
Recall shortly after learning reduces the amount of forgetting, and spaced or distributed practice further facilitates retention.
If you do this explaining thing twice, you will (a) have distributed practice (b) remembered and understood all the TIPS (techniques) and have (c) have several new acquaintances.
We practice a few each week, since distributed practice is how students learn their facts, and, in a couple of months, all the second graders know their multiplication facts through the 12s.
These spacing phenomena include the distributed practice effect, the contextual interference effect (Battig, 1966, 1979), the spacing effect, and the lag effect (Underwood, Kapelak, & Malmi, 1976).

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