The effects of overlearning and distributed practise on the retention of mathematics knowledge

By D. Rohrer, Kelli M. Taylor. 2006

266 citations recorded by the source corpus.

Subfields: Artificial Intelligence, Developmental and Educational Psychology, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/947d0d1e033d4990ee699702c7c4eba6938a9485

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Citations in the corpus

Effects of distributed practice on the acquisition of second language English syntax (2010, background): “This intuition has been borne out by studies demonstrating equivalent and even superior performance for massed practice conditions with short RIs but not with long RIs (Bloom & Shuell, 1981; Rohrer & Taylor, 2006).”
Word Problem-Solving Instruction in Inclusive Third-Grade Mathematics Classrooms (2009, background): “Although the teachers assumed responsibility for the unusual instructional schedule, it is conceivable that they did not consider the effect of using massed practice instead of spaced practice in learning (e.g., Donovan & Radosevich, 1999; Rohrer & Taylor, 2006 ).”
Spacing Effects in Real-World Classroom Vocabulary Learning (2011, background): “For instance, it is unclear whether the spacing effect will apply to math and science material (but see Pashler, Rohrer, Cepeda, & Carpenter, 2007; Rohrer & Taylor, 2006).”
Recent Research on Human Learning Challenges Conventional Instructional Strategies (2010, background): “In a study by Rohrer and Taylor (2007), college students learned to solve four kinds of mathematics problems.”
The effects of spacing and mixing practice problems (2009, methodology): “In a similar experiment by the same authors (Rohrer & Taylor, 2006), a spacing effect was observed after a 4-week test delay (64% vs. 32%, Cohen’s d = .86).”
The shuffling of mathematics problems improves learning (2007, methodology): “More recently, Rohrer and Taylor (2006) found a benefit of spacing mathematics practice for students who were tested 4 weeks after their last practice problem.”
Self-regulated learning: beliefs, techniques, and illusions. (2013, background): “Educators fall victim to this error when they design textbooks that mass studying on one topic at a time instead of periodically returning to prior topics in an effort to promote spaced learning (e.g., Rohrer & Taylor 2006, 2007).”
Spaced Repetition Promotes Efficient and Effective Learning (2016, background): “Other studies support spaced practice of mathematics problems (Rohrer & Taylor, 2006) and ecology lessons (Gluckman, Vlach, & Sandhofer, 2014; see also Vlach & Sandhofer, 2012).”
A randomized controlled trial of interleaved mathematics practice. (2019, unknown): “Spacing effects also have been found in a few studies of mathematics problem solving, including laboratory studies (Gay, 1973; Rohrer & Taylor, 2006, 2007), noncontrolled classroom studies (Budé, Imbos, van de Wiel, & Berger, 2011; Yazdani & Zebrowski, 2006), and a randomized study embedded within…”
Improving fraction understanding in sixth graders with mathematics difficulties: Effects of a number line approach combined with cognitive learning strategies. (2019, background): “…in free-recall tasks (e.g., multiplication facts; Don- ovan & Radosevich, 1999; Rea & Modigliani, 1985), there also is evidence demonstrating the benefits of distributed practice for learning more complex mathematical concepts, such as determining simple permutations (Rohrer & Taylor, 2006, 2007).”
The Knowledge-Learning-Instruction Framework: Bridging the Science-Practice Chasm to Enhance Robust Student Learning (2012, background): “…for instruction that increases demands on students so as to produce ''desirable difficulties'' (e.g., Cepeda, Pashler, Vul, Wixted, & Rohrer, 2006; Roediger & Karpicke, 2006; Schmidt & Bjork, 1992) with recommendations for instruction that decreases demands on students so as to…”
Optimising Learning Using Flashcards: Spacing Is More Effective Than Cramming (2009, background): “One reason for this failure is that spacing has seldom been investigated using procedures that are directly applicable in educational settings (although there are exceptions, e.g. Rohrer & Taylor, 2006, 2007; Smith & Rothkopf, 1984).”
The effects of interleaved practice (2010, unknown): “…this spacing effect is one of the most robust effects in the area of learning (for reviews, see, for example, Cepeda, Pashler, Vul, Wixted, & Rohrer, 2006; Dempster, 1987; Bjork, 1994; Donovan & Radosevich, 1999; Rohrer, 2009; for experimental papers, see, for example, Bahrick, H. P.,…”
PSYCHOLOGICAL SCIENCE Research Article Spacing Effects in Learning A Temporal Ridgeline of Optimal Retention (unknown): “Although psychologists have decried the lack of practical application of the spacing effect (Dempster, 1988; Rohrer & Taylor, 2006), the fault appears to lie at least partly in the research literature itself: On the basis of short-term studies, one cannot answer with confidence even basic questions…”
Retrieval Practice & Bloom’s Taxonomy: Do Students Need Fact Knowledge Before Higher Order Learning? (2019, background): “…of other strategies enhance learning to a greater extent than their less effortful comparisons, such as spaced practice instead of massed practice (Rohrer & Taylor, 2006) and interleaved practice instead of blocked practice (Kornell & Bjork, 2008; Taylor & Rohrer, 2010; see Dunlosky et al., 2013…”