Initial Practice Performance Moderates the Distributed Practice Effect in Complex Procedural Knowledge
ABSTRACT Successful adoption of proven effective practice strategies such as distributed practice may contribute to much‐needed improvement in mathematics performance. However, it is not yet fully understood if distributed practice is beneficial for long‐term retention of complex procedural knowledg...
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| Published in | Applied cognitive psychology Vol. 39; no. 1 |
|---|---|
| Main Authors | , , , , |
| Format | Journal Article |
| Language | English |
| Published |
Bognor Regis
Wiley Subscription Services, Inc
01.01.2025
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| Online Access | Get full text |
| ISSN | 0888-4080 1099-0720 |
| DOI | 10.1002/acp.70032 |
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| Abstract | ABSTRACT
Successful adoption of proven effective practice strategies such as distributed practice may contribute to much‐needed improvement in mathematics performance. However, it is not yet fully understood if distributed practice is beneficial for long‐term retention of complex procedural knowledge and, if so, for which initial practice performance level this spacing effect occurs. To investigate these two questions, we used a randomised between‐subjects design (Practice Strategy: massed vs. distributed) with 61 primary school students' mathematical problem‐solving performance as dependent variable. First, as hypothesised, we found a spacing effect on students' problem‐solving performance. Second, again as hypothesised, we found that the magnitude of this spacing effect depended on their initial practice performance. Our findings imply that distributed practice leads to better long‐term problem‐solving performance than massed practice, but only for students with medium initial practice performance who have not yet completely mastered the task. |
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| AbstractList | Successful adoption of proven effective practice strategies such as distributed practice may contribute to much‐needed improvement in mathematics performance. However, it is not yet fully understood if distributed practice is beneficial for long‐term retention of complex procedural knowledge and, if so, for which initial practice performance level this spacing effect occurs. To investigate these two questions, we used a randomised between‐subjects design (Practice Strategy: massed vs. distributed) with 61 primary school students' mathematical problem‐solving performance as dependent variable. First, as hypothesised, we found a spacing effect on students' problem‐solving performance. Second, again as hypothesised, we found that the magnitude of this spacing effect depended on their initial practice performance. Our findings imply that distributed practice leads to better long‐term problem‐solving performance than massed practice, but only for students with medium initial practice performance who have not yet completely mastered the task. ABSTRACT Successful adoption of proven effective practice strategies such as distributed practice may contribute to much‐needed improvement in mathematics performance. However, it is not yet fully understood if distributed practice is beneficial for long‐term retention of complex procedural knowledge and, if so, for which initial practice performance level this spacing effect occurs. To investigate these two questions, we used a randomised between‐subjects design (Practice Strategy: massed vs. distributed) with 61 primary school students' mathematical problem‐solving performance as dependent variable. First, as hypothesised, we found a spacing effect on students' problem‐solving performance. Second, again as hypothesised, we found that the magnitude of this spacing effect depended on their initial practice performance. Our findings imply that distributed practice leads to better long‐term problem‐solving performance than massed practice, but only for students with medium initial practice performance who have not yet completely mastered the task. |
| Author | Guldemont, Pieter Camp, Gino Jarodzka, Halszka Kirschner, Paul A. Ruitenburg, Sterre K. |
| Author_xml | – sequence: 1 givenname: Sterre K. orcidid: 0000-0002-3926-1297 surname: Ruitenburg fullname: Ruitenburg, Sterre K. email: sterre.ruitenburg@ou.nl organization: Open University of the Netherlands – sequence: 2 givenname: Pieter surname: Guldemont fullname: Guldemont, Pieter organization: Open University of the Netherlands – sequence: 3 givenname: Paul A. orcidid: 0000-0002-8743-0462 surname: Kirschner fullname: Kirschner, Paul A. organization: Thomas More University of Applied Sciences – sequence: 4 givenname: Halszka orcidid: 0000-0003-2312-4703 surname: Jarodzka fullname: Jarodzka, Halszka organization: Open University of the Netherlands – sequence: 5 givenname: Gino orcidid: 0000-0002-5272-150X surname: Camp fullname: Camp, Gino organization: Open University of the Netherlands |
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doi: 10.1038/s41539‐021‐00105‐8 |
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Successful adoption of proven effective practice strategies such as distributed practice may contribute to much‐needed improvement in mathematics... Successful adoption of proven effective practice strategies such as distributed practice may contribute to much‐needed improvement in mathematics performance.... |
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| SubjectTerms | (mathematical) problem‐solving distributed practice Elementary School Students Elementary schools Knowledge massed practice Mathematics Mathematics Achievement Mathematics Education primary education Problem Solving Spacing spacing effect |
| Title | Initial Practice Performance Moderates the Distributed Practice Effect in Complex Procedural Knowledge |
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