Influence of abilities on performance during practice: Effects of massed and distributed practice.

Mumford, Michael D.; Costanza, David P.; Baughman, Wayne A.; Threlfall, K. Victoria; Fleishman, Edwin A.

doi:10.1037/0022-0663.86.1.134

Cited by 32 publications

(17 citation statements)

References 63 publications

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“…For example, an individual who applies his or her efforts to different, but related, problem domains may be able to more rapidly develop a deeper cognitive understanding (or "schema") of both, that may enhance the learning rate (Graydon and Griffin 1996, Loewenstein et al 1999, Schmidt 1975. Further, by combining the ideas of negative transfer (e.g., Ellis 1965) and distributed practice (e.g., Mumford et al 1994), it is even possible to derive a hypothesis that the learning rate will be maximized when learners 1 For an excellent review of early learning curve work, see Yelle (1979). engage in multiple activities that appear unrelated in any obvious way.…”

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confidence: 99%

Learning by Doing Something Else: Variation, Relatedness, and the Learning Curve

et al. 2003

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Many organizational learning studies have an implicit assumption that the learning rate is maximized through specialization: the more an individual or organization focuses on a particular task, the faster it will improve. However, through contrasting the various learning process theories described in the research on organizational, group, and individual learning, we develop a set of competing hypotheses that suggest some degree of variation might improve the learning rate. Furthermore, such comparison yields competing arguments about how related or unrelated such task variation should be to improve the learning rate. This research uses an experimental study to answer the following research questions: Is the learning rate maximized through specialization? Or does variation, related or unrelated, enhance the learning process? We find that the learning rate under conditions of related variation is significantly greater than under conditions of specialization or unrelated variation, indicating the possibility of synergy between related learning efforts consistent with an implicit learning or insight effect. We find no significant differences in the rates of learning under the conditions of specialization and unrelated variation. These results yield important implications for how work should be organized, and for future research into the learning process.learning curve, group learning, organizational learning, insight, transfer of learning, absorptive capacity, specialization, variation, implicit learning

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Learning by Doing Something Else: Variation, Relatedness, and the Learning Curve

et al. 2003

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“…39 It is postulated that massed practice may hinder this transfer to similar tasks due to the lack of a well-organised schemata or experience-driven rule. 40 This is caused by reduced time to process any information due to the brevity of rest periods. Although the hypothesis is noteworthy, it is undermined by the exclusive use of a female convenience sample practising only one motor activity with no rigid practice parameters for the massed or distributed group.…”

Section: Massed or Distributed Practicementioning

confidence: 99%

Constraint-induced Therapy and the Motor Learning Literature That Underpins Its Application

Plummer¹

2003

Physical Therapy Reviews

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The influx in research to improve the evidence base and clinical effectiveness of existing practices has facilitated the emergence of new potential techniques. Constraint-induced therapy (CIT) is one such approach, used mostly widely in stroke rehabilitation. It focuses on the massed, random practice of functional tasks with the less able extremity, while the other is restrained. The evidence supporting the application of this technique is increasingly favourable, despite continued debate surrounding the optimal application. What remains scantly analysed are the underlying principles of CIT, to elucidate if massed, random practice of activities of daily living (ADLs) are the most suitable conditions to enhance learning. This paper helps to consolidate theoretically the advances made by existing clinical material. Although inhibiting initial performance, both massed and random practice provide greater learning potential. While further research is required, especially with these principles combined, this review concludes that CIT is based on the best available motor learning evidence, albeit the research has notable limitations.

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“…This is in contrast to Ackerman's (1988) findings that, after each break in practice (distributing practice), perceptual speed was more related to performance than it was prior to the break. However, Mumford et aL (1994) also suggested that the benefits of distributed practice are not as evident for less complex tasks, where learning can proceed through the acquisition of stimulus-response linkages and associational mechanisms, and that this may explain this difference.…”

Section: Distribution Of Practicementioning

confidence: 99%

Process in skill acquisition: motivation, interruptions, memory, affective states, and metacognition

Langan‐Fox

Armstrong

Balvin

et al. 2002

Australian Psychologist

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Influence of abilities on performance during practice: Effects of massed and distributed practice.

Cited by 32 publications

References 63 publications

Learning by Doing Something Else: Variation, Relatedness, and the Learning Curve

Learning by Doing Something Else: Variation, Relatedness, and the Learning Curve

Constraint-induced Therapy and the Motor Learning Literature That Underpins Its Application

Process in skill acquisition: motivation, interruptions, memory, affective states, and metacognition

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