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No Robust Effect of Distributed Practice on the Short- and Long-Term Retention of Mathematical Procedures
Abstract
We investigated the effect of distributed practice and more specifically the “lag effect” concerning the retention of mathematical procedures. The lag effect implies that longer retention intervals benefit from longer inter-study intervals (ISIs). University students (N = 235) first learned how to solve permutation tasks and then practiced this procedure with an ISI of zero (i.e., massed), one, or 11 days. The final test took place after one or five weeks. All conditions were manipulated between-subjects. Contrary to our expectations, the analyses revealed no effect of distributed practice and therewith also no lag effect, even though the sample size was sufficiently large. The only significant effect was that test performance was poorer after 5 weeks than after 1 week. In view of the present results and those of other studies, we assume that distributed practice works differently for declarative and procedural knowledge, with less robust of even absent effects when procedural skills are practiced with ISIs compared to massed practice.
Citation
In: Frontiers in Psychology 2020 / 11 (2020-04-29) , S. Article 811 ; ISSN 1664-1078Sponsorship
Gefördert durch den Publikationsfonds der Universität KasselCitation
@article{doi:10.17170/kobra-202008041524,
author={Ebersbach, Mirjam and Barzagar Nazari, Katharina},
title={No Robust Effect of Distributed Practice on the Short- and Long-Term Retention of Mathematical Procedures},
journal={Frontiers in Psychology},
year={2020}
}
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2020-08-04T12:33:41Z 2020-08-04T12:33:41Z 2020-04-29 doi:10.17170/kobra-202008041524 http://hdl.handle.net/123456789/11668 Gefördert durch den Publikationsfonds der Universität Kassel eng Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by/4.0/ desirable difficulties distributed practice spacing lag effect mathematics learning procedural knowledge 150 No Robust Effect of Distributed Practice on the Short- and Long-Term Retention of Mathematical Procedures Aufsatz We investigated the effect of distributed practice and more specifically the “lag effect” concerning the retention of mathematical procedures. The lag effect implies that longer retention intervals benefit from longer inter-study intervals (ISIs). University students (N = 235) first learned how to solve permutation tasks and then practiced this procedure with an ISI of zero (i.e., massed), one, or 11 days. The final test took place after one or five weeks. All conditions were manipulated between-subjects. Contrary to our expectations, the analyses revealed no effect of distributed practice and therewith also no lag effect, even though the sample size was sufficiently large. The only significant effect was that test performance was poorer after 5 weeks than after 1 week. In view of the present results and those of other studies, we assume that distributed practice works differently for declarative and procedural knowledge, with less robust of even absent effects when procedural skills are practiced with ISIs compared to massed practice. open access Ebersbach, Mirjam Barzagar Nazari, Katharina doi:10.3389/fpsyg.2020.00811 Mathematik Lernen Verfahrenstechnik Wissen publishedVersion ISSN 1664-1078 11 Frontiers in Psychology Article 811 2020 false
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