Journal
APPLIED COGNITIVE PSYCHOLOGY
Volume 33, Issue 2, Pages 288-298Publisher
WILEY
DOI: 10.1002/acp.3485
Keywords
desirable difficulties; distributed practice; mathematics; school (elementary school; secondary school); spacing effect
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Funding
- LOEWE Excellence Initiative of the State of Hesse, Germany
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We examined the effect of distributed practice on the mathematical performance of third and seventh graders (N = 213) in school. Students first received an introduction to a mathematical topic, derived from their curriculum. Thereafter, they practiced in one of two conditions. In the massed condition, they worked on three practice sets in 1 day. In the distributed condition, they worked on one practice set per day for 3 consecutive days. Bayesian analyses of the performance in two follow-up tests 1 and 6 weeks after the last practice set revealed a positive effect of distributed practice as compared with massed practice in Grade 7. In Grade 3, a positive effect of distributed practice was supported by the data only in the test 1 week after the last practice set. The results suggest that distributed practice is a powerful learning tool for both elementary and secondary school students in the classroom.
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