Distributed Vs. Massed Practice : Which Produces Better Learning

For example, during writing tasks, rather than asking Connor to write a recount, he would be asked to only write the orientation. This would be broken down step by step into ‘when’, ‘who’, ‘what’ and ‘where’. To assist Connor to persist with more difficult tasks he is provided with constant feedback and encouragement to reinforce correct practice (Seely Flint et al., 2014; Woolfolk & Margetts, 2010). During cooperative learning activities Connor is paired with a supportive partner who can tutor, scaffold and extend him. The effectiveness of these strategies will be assessed through daily observations, analysis of Connor’s work and collection of checklists to see if they have been marked off properly.

Repetition of a particular skill enables a worker to become more competent in [performance, and eliminates poor practice.

Scientist have done research over the brain on animals. When they were challenged; scientist noticed their brains expanding and believed human brains could do so too. Later, they began other studies on humans juggling. The studies shown that people who practices improved increasingly and others who did not practice had no improvement. Scientist also viewed the brains of the people who were studied; the ones who practiced had a growth in visual and motor areas. The brains improved, and so did their ability. Although, this indeed is no surprise. Learning can cause permanent changes to the brain by practicing and giving effort on trying. However, it can also shrink and become weaker by not exercising it. In concluding, practicing and giving effort will continue success,

In this consolidated learning paper, I will discuss a particular event that I experienced Running head: CONSOLIDATED LEARNING

Persistence is an essential trait if success is desired in any learning set up. Students must demonstrate the trait of repeating certain tasks for full comprehension and grasp of concepts. The brain is always wired to forget certain concepts that might have been explained earlier. Persistence makes sure the student never hangs up their boots when they encounter a hard task. Besides grasping forgotten concepts, persistence is also efficient when dealing with practical sessions. The ability of the student to perform one task repetitively is desirable and it increases the chances of the student to permanently and fully grasp the concept (Habley, 2013).

Researchers who believe that practice create expertise are supported by the argument that it takes minimum 10,000 hours to become an expert in something and that amount of deliberate practice is the primary determinant of of skill level. They are also support by expert’s perceptual learning ability which comes from experience and and practice of the skill as those found in master chess players and professional basketball players. However, there are other research which does not go with the argument that practice alone can lead to expertise. Research with rotary pursuit task with identical and fraternal twin shows a limitation with practice alone. Although in the rotary pursuit task individuals rapidly improved their accuracy with the task

For example, mass practice works right before an exam; it will definitely leave some information in your head for the test. The advantages as well as the boundaries of massed and distributed practice are based on three things according to Cahperd, “fatigue, time constraints, and number of participants. However, overall distributed practice is much more efficient because massed practice “promotes little long-term retention (Memory: Foundations and Applications pg 392).”On the other hand distributed practice promotes availability, so that if you need the information at another time in your life you will have it there at your disposal. Distributed practice creates “More total learning than does massed practice in less time (Memory: Foundations and Applications pg 392).” Distributed practice leads you to be able to remember the information not only for the test but from years from now, while “cramming” and massed practice only allows you to stress out while you learn for information that you will forget right after the test. Key factors like this as well as spacing your time and having a better retention rate all lead to distributed practice producing better

The findings of this study could be applied to individuals who are looking to increase performance after a plateau. The second article adds that when you visualize the context of the skill with various changes you can increase performance. When applied to open skills, mental practice could possibly allow for the person to improve adaptation when various environmental uncertainties arise. The last article shows that in closed skills such as keyboard typing, mental practice can solidify the content in a way that makes the movement more effortless. I can see this idea being useful in the theatrical setting, being used by actors to practice lines or movements that they are learning for a production. All examined articles seem to come to a similar consensus, that mental practice is a viable tool used in a variety of

Neely, L., Rispoli, M., Camargo, S., Davis, H., & Boles, M. (2013). The effect of instructional

There is a small decline in performance in the massed practice group compared to the distributed practice group after one day of practice. The average time of completion of the massed practice group was 5.96 seconds greater than the distributed practice group at the first retention test after one day of practice. However, the retention test results showed a much more significant difference after seven days of practice. There was an 11.80 second difference between the massed practice group compared to the distributed practice.

Mental practice (MP) is the act of safely visualizing and repeating movements without any outward physical movement, and requires mental imagery or internal guidelines of movements.1-6 In fact, MP can be performed through incorporating a variety of senses, where visual is the most commonly used, as well as from different perspectives, where first person, or kinesthetic, is the most commonly used requiring the individual to visualize themselves doing an action.4,6,7 Historically, it was shown that visualizing a task could result in physical success, and thus began the study of MP in the context of sports psychology to improve athletic performance and acquisition of new skills.5,6 Eventually imaging studies began showing how MP activated brain areas similar to those activated during physical action when engaging in motor learning.5,7 This similarity in

Two groups will perform this task be learning strategy. Group A is the constant practice group and Group B is the variable practice group. Group A will perform a course of thirty trials from the same position of 5m away from the wall. Group B will perform a course of thirty trial but will perform them from different positions; first from 4m, then 5m and finally 7m away from the wall. The goal of these trials is for the subject to hit the center marker on the wall. The rest of the markers are to determine how far off from the center the ball hits the wall. Whichever number the ball hits will be the recorded “score” for each trial, for both groups Once all thirty trials are complete, both groups will perform a transfer test. This test consists

The theory is both cognitive and associative but its more a blend of both my own instead of a lot of verbal its more actual doing then hearing the verbal part of it after which allows for one to improve in overall performance. The more you do something the more you improve at it going through a lot of different drills that work on different sets of skills allows the athlete to see where they are at and what needs to fixed then coach up that skill. Another thing that helps is repetition of the drills so at some point it become much easier to do and be effective at because its been done so many times before which allows movements to be much more fluid. My theory is all about the doing so that once we take a look at it we can see where we can improve an athletes bad areas and make them much better then they were before all of the training. The process allows the athlete to become much more independent in their sport but gives room so that they can be coached up on things that are lacking in their ability at that point. Technology also plays a big part in an athlete’s development such as watching film and looking at points where you could have done something different or messed up at some point. Also, it allows you to see at a more at a deeper view of the mess ups or the point you can improve at that can help make necessary changes in

These physical behaviours are learned through repetitive practice. A learner’s ability to perform these skills is based on precision, speed, distance, and technique. Learners’ general objectives would be to writes smoothly and legibly; accurately reproduces a picture, operates a computer skilfully,

In recent years brain training games have become a topic of interest among both researchers and common people alike. Researchers are interested in the healing properties of brain training while normal people are looking to brain training as a way to improve their performance and get a leg up on the competition in school, work, and life. Up until recently, it was believed that the brain was unchangeable in terms of memory capacity. Researchers were well aware of the fact that the brain can change and form new connections when brain damage occurs. However, the idea that humans can train their brains to be more efficient and stronger seemed like a far-fetched cry from reality up until the late 1990’s (Weicker, Villringer & Thöne-Otto, 2016). As time went on and more research was conducted in the field of brain training, it became clear that brain training is not an exact science but, it does have real cognitive benefits.