Cognitive science offers valuable insights into effective learning strategies, particularly regarding the allocation of practice time. A Researcher Compared The Effectiveness Of Massed Versus distributed practice – concentrating study time into a single session versus spreading it out over multiple sessions – for long-term retention of factual knowledge. This article explores the findings of this research and its implications for classroom application.
The Spacing Effect: A Key to Long-Term Retention
A foundational principle in cognitive science, the spacing effect, indicates that distributing learning over time enhances memory retention compared to massed practice, often referred to as cramming. This phenomenon, first documented by Hermann Ebbinghaus in 1885, has been consistently validated by subsequent research.
Keppel’s research on spaced repetition.
A study by Geoffrey Keppel, in which participants learned pairs of nonsense syllables and adjectives, demonstrated the superiority of distributed practice for long-term retention. While massed practice yielded decent short-term results, distributed practice groups exhibited significantly less forgetting after a week.
Spacing Effect in the Classroom: Evidence and Applications
Research confirms the spacing effect’s applicability to school-age children and various subjects. Studies involving French vocabulary acquisition in high school students and spelling/math fact learning in third graders reinforced the benefits of distributed practice. A meta-analysis by Donovan and Radosevich (1999) revealed the spacing effect’s efficacy across various learning types, particularly for simple motor skills and factual knowledge. While less impactful on complex skills, the spacing effect remains significant for common classroom learning.
The impact of the spacing effect is substantial, with an effect size (d = .42) indicating that the average individual using distributed practice outperforms approximately 67% of those using massed practice. This magnitude warrants serious consideration for instructional design.
Crucially, the spacing effect extends beyond short-term gains. Research by Bahrick and Phelps (1987) demonstrated its long-term impact on Spanish vocabulary retention after eight years. Even with slight variations in total practice time, spaced practice consistently resulted in superior long-term recall.
Implementing Spaced Repetition in Education
Translating these research findings into classroom practice offers several possibilities:
Strategies for Distributed Practice:
- Prioritize Key Concepts: Identify essential facts and ideas for long-term retention and incorporate them into distributed study activities.
- Homework for Spaced Repetition: Design homework assignments that revisit material from previous weeks or months, reinforcing prior learning.
- Discourage Cramming: Implement teaching strategies that encourage repeated practice of test material before exams, transforming tests into another practice opportunity. Include questions from previous units on tests to promote continuous review.
- Utilize Downtime: Leverage transitional periods for quick practice exercises, reinforcing previously learned material.
- Deconstruct Complex Concepts: Break down large concepts into smaller, manageable chunks for focused practice through various activities.
- Educate Students: Explain the benefits of spaced repetition to students, empowering them to adopt effective learning strategies.
By implementing these strategies, educators can harness the power of the spacing effect to enhance students’ long-term retention and learning outcomes.
References
Bahrick, H. P., & Phelphs, E. (1987). Retention of Spanish vocabulary over 8 years. Journal of Experimental Psychology: Learning, Memory, & Cognition, 13(2), 344-349.
Bloom, K. C., & Shuell, T. J. (1981). Effects of massed and distributed practice on the learning and retention of second-language vocabulary. Journal of Educational Research, 74(4), 245-248.
Donovan, J. J., & Radosevich, D. J. (1999). A meta-analytic review of the distribution of practice effect: Now you see it, now you don’t. Journal of Applied Psychology, 84(5), 795-805.
Ebbinghaus, H. (1964). Memory: A contribution to experimental psychology. New York: Dover. (Originally published 1885).
Rea, C. P., & Modigliani, V. (1985). The effect of expanded versus massed practice on the retention of multiplication facts and spelling lists. Human Learning: Journal of Practical Research & Applications, 4(1), 11-18.
