Rate of Learning in Relation to Spacing of Practice Periods in Archery and Badminton

Young, Olive G.

doi:10.1080/10671188.1954.10624963

Cited by 4 publications

(4 citation statements)

References 10 publications

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“…In a general way these results are concordant with previous findings of learning experiments that demonstrated distributed practice to be more efficient than massed practice in the acquisition of various skills (Lorge 1939, Kientzle 1946, Kimble & Bilodeau 1949, Young 1954. One factor which was posited to be an underlying cause of this effect was fatigue.…”

Section: Discussionsupporting

confidence: 91%

The role of input frequency in lexical acquisition

1983

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The influence of frequency of occurrence in input upon early lexical acquisition was examined within an experimental paradigm. Twelve children (1; 0·21 to 1; 3·15) were presented with 16 contrived lexical concepts, each involving a nonsense word and four referents, over ten experimental sessions. Within each concept two exemplars were presented frequently and two were presented infrequently. Overall the children named more frequently presented exemplars than infrequently presented exemplars. However, when the absolute number of presentations was held constant, distributed (infrequent) presentations led to greater acquisition than massed (frequent) presentations.

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Section: Discussionsupporting

confidence: 91%

The role of input frequency in lexical acquisition

1983

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“…At the end of training, group 3 performed significantly better than the other three groups. Somewhat similar to Young’s (1954) explanation noted above, Harmon and Miller (1950) attributed the better performance of group 3 to participants initially benefiting from concentrating their sessions to reach a certain threshold of learning and then benefiting from the spacing of sessions to further improve performance.…”

Section: The Spacing Effect In Skill-related Tasksmentioning

confidence: 64%

“…It is therefore theoretically and practically interesting to understand the spacing effect when learning occurs on a weekly basis. Young (1954) had college students learn and practice badminton or archery, for 2 or 4 days per week. For badminton, the students improved more when they practiced 2 days per week compared to 4 days per week.…”

Section: The Spacing Effect In Skill-related Tasksmentioning

confidence: 99%

“…In contrast, the archery students improved more when they practiced 4 days per week compared to 2 days per week. Young (1954) speculated that the results were due to differences in participants’ prior experience of skills related to the two sports. Many participants probably had prior experience in racket sports and this meant they could improve their badminton skills with relatively spaced sessions, but for archery they required more concentrated sessions to build up their basic skills.…”

Section: The Spacing Effect In Skill-related Tasksmentioning

confidence: 99%

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Spacing Repetitions Over Long Timescales: A Review and a Reconsolidation Explanation

Smith

Scarf

2017

Front. Psychol.

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Recent accounts of the spacing effect have proposed molecular explanations that explain spacing over short, but not long timescales. In the first half of this paper, we review research on the spacing effect that has employed spaces of 24 h or more across skill-related tasks, language-related tasks and generalization for adults and children. Throughout this review, we distinguish between learning and retention by defining learning (or acquisition) as performance at the end of training and retention as performance after a delay period. Using this distinction, we find age- and task-related differences in the manifestation of the spacing effect over long timescales. In the second half of this paper, we discuss a reconsolidation account of the spacing effect. In particular, we review the evidence that suggests the spacing of repetitions influences the subsequent consolidation and reconsolidation processes; we explain how a reconsolidation account may explain the findings for learning; the inverted-U curve for retention; and compare the reconsolidation account with previous consolidation accounts of the spacing effect.

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Enhancing the Quality of Student Learning Using Distributed Practice

Wiseheart¹,

Küpper-Tetzel²,

Weston³

et al. 2019

The Cambridge Handbook of Cognition and Education

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Whether you are an educator or a student, effective time management is critical to achieving success in the formal education system. For educators, the expectation is that a significant amount of curriculum can be covered in a condensed period of time. The goal is to maximize the amount of learning that takes place in the classroom so that students are prepared for the grade level or course that will follow. For students, the expectation is that a range of subject materials will be studied and tested in a short amount of time. This system of learning prioritizes the quantity of knowledge conveyed to students over the quality of students' learningthat is, long-lasting comprehension and retention of the material. In preparation for an upcoming test or exam, teachers and students must decide what material to review and when and how to review it. To maximize the use of limited learning time, it is important to identify learning strategies that will be not only effective but also efficient tools for promoting long-term retention of classroom materials.The field of cognitive psychology offers a wealth of insight on how to enhance knowledge retention. Particularly, researchers have consistently shown the benefit of repetition or reviewing of newly learned information on long-term memory. As explained in the writings of memory researcher Ebbinghaus (1885/1964), "with any considerable number of repetitions a suitable distribution of them over a space of time is decidedly more advantageous than the massing of them at a single time" (p. 89). This phenomenon is called the distributed practice effect or spacing effect, and it refers to the finding that when reviewing previously learned material, distributing or "spacing" a set amount of study time across sessions leads to better memory performance in the long run than "massing" or cramming the same amount of study time into a single session. A typical research design for investigating the spacing effect consists of two study events and one test event. During the first study event, new material is introduced and learned (sometimes to a criterion); during the second study event, the same material is reviewed; and during the test event, the material is tested (Figure 22.1). The time interval between the first and second study events is referred to as the interstudy interval; it can be short/ massed (e.g., immediate or a few seconds later) or long/spaced (e.g., minutes, hours, or days later). The time interval between the last study event and the test event is referred to as the retention interval; it can also be short (e.g., an immediate test or a test in 5 minutes) or long (e.g., a test a month or year away). Therefore, the distributed practice effect can be studied in both single-session experiments as well as multiday experiments. 550

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Rate of Learning in Relation to Spacing of Practice Periods in Archery and Badminton

Cited by 4 publications

References 10 publications

The role of input frequency in lexical acquisition

The role of input frequency in lexical acquisition

Spacing Repetitions Over Long Timescales: A Review and a Reconsolidation Explanation

Enhancing the Quality of Student Learning Using Distributed Practice

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