Massed practice and dictributive practice

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The Effects of Massed Practice and Distributive Practice on Engine Skill Task.

Evelyn Delgado

Queens College/ City School of New You are able to


Over the century man of science have wonder if massed practice conditions are superior to distributive practice circumstances or visa versa. According to a mete-analytic review scientists have got researched this very phenomenon and have figured distributive practices conditions happen to be superior to those of massed practice conditions in many different situations. These results are supported by Maureen Bergondys experiment upon team practice schedules and also William C. Chaseys test on division of practice on learning retention and relearning. This experiment works with the relationship among conditions of massed practice and distributive practice with respect to task efficiency. The motor skill process performed by simply subjects with this study composed the English language alphabet the other way up fifty times. One group was given the massed practice motor activity, while subject matter from the five other organizations practiced the motor activity under five different droit of time. Yet , our findings do not support those of earlier findings. Our mixed factorial experiment with 51 subjects indicates that neither massed practice conditions or distributive practice conditions were superior. Consequently , the subjects purchase of the motor unit task would not improve as a result of massed or perhaps distributed practice, but rather because the result of practice alone.

Massed Practice and Distributive Practice

Massed practice conditions are these in which individuals practice a task continuously devoid of rest. Although distributive practice conditions happen to be those through which individuals are offered rest times within the practice session. This kind of mixed factorial experiment with 51 subjects works with the effects of massed practice and distributive practice with respect to acquisition of motor task. The wondered posed with this study is actually distributive practice will be more successful than massed practice in helping individuals to master motor skill tasks. Researchers have considered if massed practice circumstances are better than distributive practice conditions or visa versa. A mete-analytic assessment conducted by simply Donovan Radosevich researched this very sensation and figured distributive procedures conditions happen to be superior to massed practice circumstances with respect to task performance. The analysis contains 63 studies with 112 effects sizes yield an overall mean measured effect size of 0. 46, indicating that persons in distributive practice state performed drastically higher that those in massed practice circumstances. Like smart these the desired info is supported by Maureen Bergondys experiment on team practice plans as well as Bill C. Chaseys experiment on distribution of practice on learning preservation and relearning.

Maureen Bergondys experiment deals with the value of practice schedules that optimize learning skills. Clubs practiced underneath either a massed or distributive practice timetable and were tested within short-term or long-term preservation intervals. These types of results support once more the distributive practice effect to get learning.

Bill C. Chaseys experiment in distribution of practice on learning retention and relearning was conducted on a band of 72 randomly assigned retarded boys. The stabilometer job was used to study the difference among massed practice and distributive practice on initial buy retention, and relearning of gross engine skills. The results with this experiment support the general proven fact that distributive practice was better than massed practice conditions pertaining to initial expertise acquisition.

In the present research the task being learned by participants is pretty easy, producing the British Alphabet upside down from right to left. The objective of the present research is to decide if there is a methodical increase of correct characters printed because the periods of rest increase. We should also see if there is certainly an effect of practice. Furthermore we also want to see if there is an interaction between tests sets and distribution of practice. From your acquired data we hypothesize subjects in conditions one particular will create less characters at trial 30 than subjects in condition a few. This do to the distributive practice state given to state 5 go against sb/sth ? disobey to that of the massed practice condition give condition 1 )



There have been fifty-five subject matter out of which four were excluded for failure to following guidance. Nineteen Experimental Psychology 213 students coming from Queens School participated inside the experiment since subjects and experimenters to fulfill a training course requirement and 36 subject that wherever recruited simply by different students with in the class. The nineteen college students were arbitrarily assigned to six circumstances using prevent randomization, even though the recruited subject matter had conditions randomly given to these people. The age of the sample varied from 17 years of age to fifty years of age. Out of the sample there were 4 left-handed and two faithless individuals. No person had any kind of gross motor-impairments and were fluent in the English dialect.

Materials, Apparatus

Enough time was recorded in seconds and so the instrument ought to record the duration of the performed task as well as the relax period in the event that there were one required a second indicator. A lot of experimenters used the clock in the control panel in the Microsoft Windows program attached to IBM compatible computer to hold time, and a few used whether stop- view, or a time clock with a second timer. Members were directed to have a pad or dog pen and pieces of paper, to perform the inverted alphabet-writing task, to examine the effectiveness of massed or distributive practice conditions.

Experimental Style

This kind of experiment was a mixed 10 x 6 factorial design which consisted of a with-in subject design and a between subject design. The independent variables were the number of trials performed and relax periods, which are the distributive practice. The 1st IV was manipulated within just subjects by simply dividing the fifty studies performed into ten amounts with five trials in each level. The 10 levels of trials were 1-5, 6-10, 11-15, 16-20, 21-25, 26-30, 31-35, 36-40, 41-45, and 46-50. The second IV was division of practice, it was manipulated between topics by randomly assigning topics to half a dozen levels of distribution. The half a dozen levels to get the division of practice were 0 seconds, 5 seconds, twelve seconds, 15 seconds, 20 seconds, and twenty-five seconds. The 0 second is the massed practice condition and the relax are distributive practice. It was the between-subject factor. The dependent variable was the quantity of letters appropriately printed.

A control intended for the experiment was the arbitrary assignment from the nineteen college students in Fresh Psychology 213 to circumstances using prevent randomization. In that case each subject matter in this school served as an experimenter for two subject matter at home. There were four subject matter that were certainly not followed. This was done to decrease or eradicate chance which may have occurred in the experiment more than subjects..

There are 50 trials in the research. This likewise allowed those men to receive use to the format with the experiment and familiarize themselves with the characters they had to write. The experiment consisted of composing the abece in order but inversely.


The instructor of Experimental Psychology 213 initially assigned the scholars to circumstances using prevent randomization. In that case with a second time, themes performed their very own respective responsibilities fifty instances in possibly 0 second rest period or a few seconds, twelve seconds, no time, 20 seconds, and twenty-five seconds. Every single subject in the class offered as a great experiment for two subjects in the home. They were instructed to make their subjects stick to the same training as they do while working the try things out. However , the experimenters are not told if there were virtually any special environments need to work the experimenters.

Before they started out the research participants were told to possess a pen or perhaps pencil with several sheets of paper to perform the test. They were directed to begin producing the English alphabet inverted from the right to left for the paper when ever told and to stop when told. Please refer to table 1for an illustration. Nevertheless they had to start were they left off at the previous trial. If they did make some mistakes, they were advised not to accurate them. At the conclusion of the test when every one of the raw data was gathered there was a factorial ANOVA done to determine the main results if there was one and interaction.


There were no significant differences present in the number of letters correctly imprinted between the 70 levels of the two independent factors. Our findings do not support those of past finding. Table 2 reviews the factorial-measures ANOVA (N=51) since there were more than one state. Please make reference to this stand for the M. There were a main effect for trials F (9, 27) = 14. 83 p*0. 001, but simply no effect for rest period the was F (5, 45) = 1 . 253 p*0. 301. There was likewise no significant interaction of trials by simply rest length of F (45, 205)=0. 902 p*0. sixty-five. Graph one particular illustrates the main effect of circumstances (rest periods). Graph two illustrates the primary effect trial offers. Graph a few illustrates the interaction together.


There was no difference between your massed practice and distributive practice condition. Neither was superior to the other. The only thing found is that there were practice effect mixed up in experiment. The sole logical understanding for these conclusions is the fact that there were to a lot of conditions engaged. One can also conclude that there were to a lot of trails and the subject dropped interest at one stage or another during the experiment.


Bergondy Maureen, (1998). Team Practice Schedules: How to proceed we know? Perceptual and Engine Skills, 98, 87, 31-34.

Chasey, William, (1976). Division of Practice Effects on Learning Preservation and Relearning by Retarded Boys. Perceptual and Motor Skills, 1976, 43, 159-164.

Donovan, John J., and Radosevich David J., (1999). A Meta-Analytic Review of Distribution of Practice Impact: Now You Find it now you Don’t. Journal of Applied Psychology. 1999, Volume. 84, No . 5 Internet pages 795-805.

Table you

Up aspect Down Alphabet

Trial 1

Trial two

Stand 2

Indicate of Letters Correctly Imprinted.

Conditions 1-5 6-10 11-15 16-20 21-25 26-30 31-35 36-40 41-45 46-50 All

zero sec(N=11). twenty two. 65 3. 04 24. 75 24. 84 twenty four. 8 dua puluh enam. 89 twenty-five. 95 twenty seven. 58 28. 73 twenty-seven. 73 twenty-five. 6

5 sec. (N=9) 17. forty five 20. 87 22. 69 23. eight 24. 47 25. 09 25. 10 26. 04 26. forty two 26. 64 23. eighty six

10 sec(N=10) 21 years old. 42 twenty-three. 94 twenty-five. 1 25. 68 twenty seven. 71 twenty-seven. 3 30. 82 twenty nine. 9 30. 3 31. 24 28. 02

12-15 sec. (N=6). 20. thirty seven 21. 93 23. 97 25 21. 13. 21. 63 28. 8 twenty eight. 4 twenty eight. 73 27. 5 twenty-five. 67

20 sec. (N=8) 23. 28 twenty six. 75 twenty-seven. 15 28. 23 up to 29. 9 35. 33 31. 15 23. 6 23. 55 thirty-two. 25 up to 29. 12

25 sec. (N=7) 22. fifth there’s 89 25. eighty six 25. 5 27. six 27. 13 28. seventeen 29. 34 29. twenty three 29. ninety-seven 30. 71 27. 63

All(N=51) twenty one. 37 twenty-three. 57 twenty four. 83 twenty-five. 73 21. 47 twenty seven. 43 28. 9 twenty-eight. 72 28. 83 twenty nine. 32

Figure Caption

Figure 1 . Main Effect of Conditions (Rest Periods).

Determine 2 . Key Effect of Tests.

Figure three or more. Interaction Between Conditions and Trials.



Bergondy Maureen, (1998). Crew Practice Schedules: What to do we all know? Perceptual and Motor Expertise, 1998, 87, 31-34.

Chasey, William, (1976). Distribution of Practice Effects on Learning Retention and Relearning by Retarded Kids. Perceptual and Motor Expertise, 1976, 43, 159-164.

Donovan, David J., and Radosevich David J., (1999). A Meta-Analytic Review of Division of Practice Effect: You See it now you Dont. Diary of Utilized Psychology. 1999, Vol. 84, No . a few Pages 795-805.

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