Passive Viewing of the Necker Cube during Massed and Distributed Practice

1993 ◽  
Vol 76 (1) ◽  
pp. 31-34 ◽  
Author(s):  
Terri Schellinger ◽  
John Beer
Keyword(s):  
High School ◽  
Necker Cube ◽  
Practice Effects ◽  
Distributed Practice ◽  
Learning Effects ◽  
Massed Practice ◽  
Psychology Class ◽  
Practice Group ◽  
Group 4 ◽  
Passive Viewing

Of 24 students from a psychology class in high school 12 were randomly assigned to a Massed Practice group (4 boys, 8 girls each) and 12 to a Distributed Practice group. They viewed a Necker cube for a 3-min. trial on three occasions separated by a week. The Massed Practice group had no rests while the Distributed Practice group rested 1 min. after each 1 min. of viewing. There were no significant differences for total reversals between Massed and Distributed groups on any trial. There were no significant differences between boys and girls on Trials 1 and 2, but on Trial 3 boys reported significantly more reversals than girls. Within each group there was a significant increase in the number of reversals from Trial 1 to Trial 3, indicating learning effects. Rigidity scores did not correlate significantly with the total Necker cube reversals for Trials 1, 2, or 3. The massed and distributed practice effects were not present although learning was noted. Longer rests may be needed for practice effects within trials; long rests of 7 days between trials may account for lack of differences.

Distribution of Practice Effects on Learning Retention and Relearning by Retarded Boys

1976 ◽  
Vol 43 (1) ◽  
pp. 159-164 ◽  
Author(s):  
William C. Chasey
Keyword(s):  
Skill Acquisition ◽  
Practice Effects ◽  
Distributed Practice ◽  
Massed Practice ◽  
Learning Retention ◽  
Practice Group ◽  
Learning Factor ◽  
Initial Acquisition ◽  
The Difference ◽  
Gross Motor Skill

The stabilometer task was used to study the difference between massed practice and distributed practice on initial acquisition, retention, and relearning of a gross motor skill by mentally retarded boys. 72 subjects were randomly assigned to either one massed practice group or one of three distributed practice groups with varying intertrial rest intervals. All subjects were retested for retention and relearning after 8 wk. of no practice. The results indicated that distributed practice was superior to massed practice for initial skill acquisition. Retention was superior, favoring the group given distributed practice, but no significant differences were found between groups for relearning, indicating that the advantage of distributed practice may be temporary and that it is a performance rather than a learning factor.

scholarly journals La velocidad y la precisión en el lanzamiento en jóvenes jugadores de balonmano en función de la concentración de la práctica (The speed and accuracy in the shot in young handball players according to the concentration of practice)

Retos ◽  
2015 ◽  
pp. 43-46
Author(s):  
Juan Antonio García Herrero ◽  
Fco. Javier Moreno Hernández ◽  
Raúl Reina Vaíllo ◽  
Ruperto Menayo Antúnez
Keyword(s):  
Group Analysis ◽  
The Other ◽  
Distributed Practice ◽  
Massed Practice ◽  
The Third ◽  
Practice Group ◽  
Practice Distribution ◽  
Speed Accuracy ◽  
Speed And Accuracy

El presente trabajo tiene como objetivo analizar los valores de la velocidad y de la precisión en el lanzamiento de siete metros en balonmano con jóvenes jugadores en función de la distribución de la práctica. En este estudio han participado dos grupos de diez jugadores de balonmano de categoría infantil (12,5 años, SD=0,9). Cada uno de estos dos grupos ha sido sometido a dos condiciones de práctica diferente (práctica concentrada y distribuida), en tres series de lanzamientos. Los resultados han mostrado que el grupo con una mayor concentración de la práctica lanza con menor precisión la segunda que la primera serie (F1,9 = 7.92; p<0.05). El grupo con mayor distribución de la práctica es significativamente más preciso (F1,18 = 7.18; p<0.05). Respecto a la velocidad del lanzamiento, el grupo que ha sido sometido a práctica concentrada presenta diferencias significativas mostrando un descenso de velocidad en los lanzamientos a partir de la primera serie. Palabra clave: distribución de la práctica, velocidad, precisión, balonmano.Abstract: This study analyzes the effect of the practice distribution in the precision and speed of handball shots performed by young players. Two groups of ten participants were involved in the study (12.5 ± 0.9 years old), with different practice conditions. One group participated under massed practice and the other one under a distributed practice, both in a three series of shots. A within-group analysis showed that the group of mass practice was less accurate in the second series than the previous one (F1, 9 = 7.92, p <0.05). A between-groups analysis showed that the group of distribution practice was more accurate in the third series of shots (F1, 18 = 7.18, p <0.05). Regarding to the shot’s speed, there are differences for the massed practice group showing slower shots after series one.Key words: distribution of practice, speed, accuracy, handball.

Distribution of Practice Combined with Observational Learning Has Time Dependent Effects on Motor Skill Acquisition

2020 ◽  
pp. 003151252098124
Author(s):  
Olave E. Krigolson ◽  
Thomas D. Ferguson ◽  
Francisco L. Colino ◽  
Gordon Binsted
Keyword(s):  
Skill Acquisition ◽  
Observational Learning ◽  
Motor Skill ◽  
Distributed Practice ◽  
Massed Practice ◽  
Practice Schedule ◽  
Motor Skill Acquisition ◽  
Distributed Training ◽  
Training Schedule ◽  
Practice Group

Studies of the benefits of a distributed practice schedule on motor skill acquisition have typically found that distribution of practice results in better learning. However, less research has focused on how the benefits of distributed practice are impacted by timing during acquisition. To examine how timing of skill acquisition interacts with distribution of practice we had two groups of participants complete either an extensive massed or distributed training schedule to learn a speed stacking sequence across ten sessions. For participants in both groups, we provided observational learning to facilitate skill acquisition. Analysis of speed stacking time on a retention test revealed an overall benefit for the distributed relative to the massed practice group. Interestingly, our analysis of the benefits of distributed practice during training only showed performance benefits in the early session (session one) and later sessions (sessions eight, nine, and ten) of skill acquisition but not mid-way through it (sessions two through seven). Our results support previous findings highlighting the learning benefits of a distributed practice schedule but suggest that these benefits occur differentially throughout acquisition. Our work also replicates research demonstrating that observational learning is more beneficial when it is yoked to actual practice.

Distributed and Massed Practice Effects on Motor Performance and Learning of Autistic Children

1989 ◽  
Vol 68 (1) ◽  
pp. 107-113 ◽  
Author(s):  
Sharon R. Wek ◽  
William S. Husak
Keyword(s):  
Repeated Measures ◽  
Motor Performance ◽  
Distributed Practice ◽  
Autistic Children ◽  
Massed Practice ◽  
Practice Group ◽  
Pursuit Rotor ◽  
Pursuit Tracking ◽  
Two Factors ◽  
Learning Principles

The purpose of this study was to examine the effect of massed and distributed practice upon the learning by 8 autistic children of rotary pursuit tracking at 20 rpm. The massed practice group of four completed 10 30-sec. trials with 5-sec. rests for 10 consecutive days on the Photoelectric Pursuit Rotor. The distributed practice group completed 10 30-sec. trials with 30-sec. rests for 10 consecutive days on the same device. The results of a 2 × 10 × 10 (group × practice days × trials) analysis of variance with repeated measures on the last two factors indicated that learning occurred for both groups but no differences between groups were significant. It is suggested that further investigations into the applicability of motor learning principles to special populations be conducted using larger groups.

scholarly journals Massed and distributed practice on learning the forehand shot in tennis

2021 ◽  
pp. 174795412110285
Author(s):  
Juan Pedro Fuentes ◽  
Silvia Pulido ◽  
Noemí Morales ◽  
Ruperto Menayo
Keyword(s):  
Motor Learning ◽  
Skill Acquisition ◽  
Distributed Practice ◽  
Learning Session ◽  
Massed Practice ◽  
Tennis Players ◽  
Practice Group ◽  
Learning Programs ◽  
Post Test ◽  
Improved Accuracy

Purpose This study aims to determine the effect of the distribution of practice on learning the forehand shot in tennis. Method Twenty-four beginner tennis players participated in the study (13 males and 11 female; 8.63 ± 0.92 years old). The players were separated after groups -massed practice ( N = 12) and distributed practice ( N = 12). Each group practiced the forehand shot for 12 sessions, 4 series per session and 10 trials/series (6 weeks). The accuracy and efficacy were measured through one post-test and one retest, carried out 2 weeks after the last learning session. Results Significant improvements in accuracy between the pre-test and post-test ( p=.004) and between pre-test and re-test ( p=.006) were found in the massed practice group. Significant improvements in accuracy between the pre-test and post-test ( p=.002) and between pre-test and re-test ( p=.001) were found in the distributed practice group. No significant differences were found between groups but there was a favourable trend toward better learning in both, with improved accuracy and efficacy. Conclusion The motor learning through the distribution of practice among children has been noted, with a significant improvement in the skill acquisition of the forehand shot in the two groups. The results are useful because they clear up the doubts about how to plan the teaching of this stroke in tennis, confirming the suitability of carrying out learning programs based on massed and distributed practice.

Bang for Your Buck: A Single-Case Experimental Design Study of Practice Amount and Distribution in Treatment for Childhood Apraxia of Speech

2019 ◽  
Vol 62 (9) ◽  
pp. 3160-3182 ◽  
Author(s):  
Edwin Maas ◽  
Christina Gildersleeve-Neumann ◽  
Kathy Jakielski ◽  
Nicolette Kovacs ◽  
Ruth Stoeckel ◽  
...  
Keyword(s):  
Single Case ◽  
Evidence Base ◽  
Distributed Practice ◽  
Single Subject ◽  
Single Subject Design ◽  
Apraxia Of Speech ◽  
Childhood Apraxia Of Speech ◽  
Opposite Pattern ◽  
Massed Practice ◽  
Treatment Conditions

Purpose The aim of this study was to examine 2 aspects of treatment intensity in treatment for childhood apraxia of speech (CAS): practice amount and practice distribution. Method Using an alternating-treatments single-subject design with multiple baselines, we compared high versus low amount of practice, and massed versus distributed practice, in 6 children with CAS. Conditions were manipulated in the context of integral stimulation treatment. Changes in perceptual accuracy, scored by blinded analysts, were quantified with effect sizes. Results Four children showed an advantage for high amount of practice, 1 showed an opposite effect, and 1 showed no condition difference. For distribution, 4 children showed a clear advantage for massed over distributed practice post treatment; 1 showed an opposite pattern, and 1 showed no clear difference. Follow-up revealed a similar pattern. All children demonstrated treatment effects (larger gains for treated than untreated items). Conclusions High practice amount and massed practice were associated with more robust speech motor learning in most children with CAS, compared to low amount and distributed practice, respectively. Variation in effects across children warrants further research to determine factors that predict optimal treatment conditions. Finally, this study adds to the evidence base supporting the efficacy of integral stimulation treatment for CAS. Supplemental Material https://doi.org/10.23641/asha.9630599

Rotary Pursuit Performance as a Function of Sex, Sex-Role, and Intertrial Interval

1988 ◽  
Vol 66 (2) ◽  
pp. 443-452 ◽  
Author(s):  
Betsy L. Wisner ◽  
John P. Lombardo ◽  
John F. Catalano
Keyword(s):  
Sex Differences ◽  
Intertrial Interval ◽  
Sex Role ◽  
Distributed Practice ◽  
Massed Practice ◽  
Men And Women ◽  
Rotary Pursuit ◽  
Practice Condition ◽  
Performance Time ◽  
Better Than

Rotary pursuit performance (time on target) and reminiscence data were collected for 113 androgynous and feminine men and women under massed or distributed practice conditions. On the final (eighth) block of practice men performed better than women under conditions of massed practice; while no sex differences were found under distributed practice conditions. Under distributed practice conditions androgynous women performed better than feminine women. In addition, men performed better over-all than women, and subjects in the distributed practice condition performed better than subjects in the massed practice condition. Reminiscence data indicated that under massed practice feminine women obtained larger scores than did feminine men and androgynous women. For women sex-role as well as practice condition influenced performance and reminiscence.

Effects of Massed versus Distributed Practice on Gross and Fine Motor Proficiency of Educable Mentally Handicapped Adolescents

1991 ◽  
Vol 73 (3) ◽  
pp. 219-224
Author(s):  
Robert A. Rider ◽  
Dhari T. Abdulahad
Keyword(s):  
Fine Motor ◽  
Distributed Practice ◽  
Mentally Handicapped ◽  
Motor Proficiency ◽  
Gross Motor ◽  
Massed Practice ◽  
Practice Schedule ◽  
Balance Task ◽  
Pursuit Rotor

Gross and fine motor proficiency were studied in a sample of 52 educable mentally handicapped students ( M = 15.8 yr.), half of whom were assigned to 15 30-sec. trials, a relatively massed practice schedule with 5 sec. between trials, and half to a distributed practice schedule with 30-sec. rests. 5 trials were given 24 hr. later. All subjects performed the stabilometer balance task to measure gross motor proficiency and a 45-rpm pursuit rotor task to measure fine motor proficiency. No significant differences with regard to the practice schedule used early in learning were found, however, boys scored significantly higher on the pursuit rotor than girls.

Influence of abilities on performance during practice: Effects of massed and distributed practice.

1994 ◽  
Vol 86 (1) ◽  
pp. 134-144 ◽  
Author(s):  
Michael D. Mumford ◽  
David P. Costanza ◽  
Wayne A. Baughman ◽  
K. Victoria Threlfall ◽  
Edwin A. Fleishman
Keyword(s):  
Practice Effects ◽  
Distributed Practice

scholarly journals TABLETS AS LEARNING SUPPORT IN SPECIAL SCHOOLS

2014 ◽  
Vol 59 (1) ◽  
pp. 49-58
Author(s):  
Peter Karlsudd
Keyword(s):  
High School ◽  
Education Research ◽  
Special School ◽  
Learning Support ◽  
Learning Effects ◽  
Small Space ◽  
Research Project ◽  
Special Schools ◽  
Children And Young People ◽  
Student Assistants

Within special education research, ICT has occupied a relatively small space, especially when it comes to implementation and pupils’ learning effects. Few studies emphasize how ICT can promote a learning environment for pupils with cognitive disadvantages. The studies conducted in Sweden are about children and young people with physical rather than cognitive disabilities. Against this background and with the view to find new ways of learning for special school pupils the present research started. The overall aim was to increase pupil participation and promote learning in special schools by means of tablets. The research project involved researchers, teachers and student assistants in research circles, a method that can in many respects be compared with action research. Three special schools, two middle schools and one high school participated in the research project in which teachers and pupils were given Tablets. The data were using four different methods: Interview, Observation, Questionnaire and Essays. The data were tested against Professor Englund’s theory of Educational Philosophies. The theory has been a valuable tool for measuring and discussing how the discourse of change has occurred. The results show improved skills and a clear declaration of intent of staff to work in a reconstructive direction. Key words: tablets, special schools, education, learning.

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