Distributed practice in mathematics: Recommendable especially for students on a medium performance level?

被引：13

作者：

Nazari, Katharina Barzagar ^{[1
]}

Ebersbach, Mirjam ^{[1
]}

机构：

[1] Univ Kassel, Dept Psychol, Hollaend Str 36-38, D-34127 Kassel, Germany

来源：

TRENDS IN NEUROSCIENCE AND EDUCATION | 2019年 / 17卷

关键词：

Desirable difficulties; Distributed practice; Spacing effect; Mathematics; School; MASSED PRACTICE; REPETITION; RETENTION; MEMORY; STRATEGIES; RECALL;

D O I：

10.1016/j.tine.2019.100122

中图分类号：

Q189 [神经科学];

学科分类号：

071006 ;

摘要：

In this study, the effect of distributed practice on the mathematical performance of 7th graders was investigated (N = = 81). After a stochastics lesson, one group of students worked three sets of exercises massed on one day, while the other group of students worked the same exercises distributed over three days. Bayesian analyses of the performance two weeks after the last practice revealed no evidence for an effect of practice condition. However, in a test after six weeks, strong evidence for a positive effect of distributed practice was revealed. Exploratory analyses indicated that especially students in the medium performance range benefitted from distributed practice. The results are discussed regarding the question under which circumstances distributed practice proves a useful strategy for mathematical learning.

引用

页数：10

共 67 条

[31]

Hothorn T, 2015, J MACH LEARN RES, V16, P3905

[32] A meta-analysis of the spacing effect in verbal learning: Implications for research on advertising repetition and consumer memory [J].

Janiszewski, C ;

Noel, H ;

Sawyer, AG .

JOURNAL OF CONSUMER RESEARCH, 2003, 30 (01) :138-149

[33]

Kang S. H., 2016, Policy Insights Behav. Brain Sci., V3, P12, DOI DOI 10.1177/2372732215624708

[34] Spacing in a simulated undergraduate classroom: Long-term benefits for factual and higher-level learning [J].

Kapler, Irina V. ;

Weston, Tina ;

Wiseheart, Melody .

LEARNING AND INSTRUCTION, 2015, 36 :38-45

[35] Optimising Learning Using Flashcards: Spacing Is More Effective Than Cramming [J].

Kornell, Nate .

APPLIED COGNITIVE PSYCHOLOGY, 2009, 23 (09) :1297-1317

[36]

Kruschke JK., 2015, DOING BAYESIAN DATA

[37] Contracting, equal, and expanding learning schedules: The optimal distribution of learning sessions depends on retention interval [J].

Kuepper-Tetzel, Carolina E. ;

Kapler, Irina V. ;

Wiseheart, Melody .

MEMORY & COGNITION, 2014, 42 (05) :729-741

[38] Understanding the Distributed Practice Effect [J].

Kuepper-Tetzel, Carolina E. .

ZEITSCHRIFT FUR PSYCHOLOGIE-JOURNAL OF PSYCHOLOGY, 2014, 222 (02) :71-81

[39] The lag effect in secondary school classrooms: Enhancing students' memory for vocabulary [J].

Kuepper-Tetzel, Carolina E. ;

Erdfelder, Edgar ;

Dickhaeuser, Oliver .

INSTRUCTIONAL SCIENCE, 2014, 42 (03) :373-388

[40] Metacognitive awareness of learning strategies in undergraduates [J].

McCabe, Jennifer .

MEMORY & COGNITION, 2011, 39 (03) :462-476

← 1 2 3 4 5 6 7 →