Distributed and massed practice: from laboratory to classroom
Version of Record online: 15 NOV 2004
Copyright © 2004 John Wiley & Sons, Ltd.
Applied Cognitive Psychology
Volume 19, Issue 1, pages 107–122, January 2005
How to Cite
Seabrook, R., Brown, G. D. A. and Solity, J. E. (2005), Distributed and massed practice: from laboratory to classroom. Appl. Cognit. Psychol., 19: 107–122. doi: 10.1002/acp.1066
- Issue online: 17 DEC 2004
- Version of Record online: 15 NOV 2004
- The Leverhulme Trust. Grant Number: F/215/AY
The benefit to memory of spacing presentations of material is well established but lacks an adequate explanation and is rarely applied in education. This paper presents three experiments that examined the spacing effect and its application to education. Experiment 1 demonstrated that spacing repeated presentations of items is equally beneficial to memory for a wide range of ages, contrary to some theories. Experiment 2 introduced ‘clustered’ presentations as a more relevant control than massed, reflecting the fact that massed presentation of material is uncommon in education. The scheduling of clustered presentations was intermediate between massed and distributed, yet recall was no different than for massed. Experiment 3, a classroom-based study, demonstrated the benefit of distributed over clustered teaching of reading through modification of the scheduling of everyday lessons. Thus, the effectiveness of teaching may be improved by increasing the degree to which lessons are distributed. Copyright © 2004 John Wiley & Sons, Ltd.