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Please use this identifier to cite or link to this item: http://hdl.handle.net/1820/8925
Title: Distributed practice and retrieval practice in primary school vocabulary learning: A multi-classroom study
Authors: Goossens, Nicole
Camp, Gino
Verkoeijen, Peter
Tabbers, Huib
Bouwmeester, Samantha
Zwaan, Rolf
Keywords: Distributed practice
retrieval practice
vocabulary learning
primary school
Issue Date: 2016
Citation: Goossens, N. A. M. C., Camp, G., Verkoeijen, P. P. J. L., Tabbers, H. K., Bouwmeester, S., & Zwaan, R. A. (2016). Distributed practice and retrieval practice in primary school vocabulary learning: A multi-classroom study. Applied Cognitive Psychology, 30(5), 700-712. doi: 10.1002/acp.3245
Abstract: Distributed practice and retrieval practice are promising learning strategies to use in education. We examined the effects of these strategies in primary school vocabulary lessons. Grades 2, 3, 4, and 6 children performed exercises that were part of the regular curriculum. For the distributed practice manipulation, the children performed six exercises distributed within 1 week (short-lag repetition) or across 2 weeks (long-lag repetition). For the repetition type manipulation, children copied a part of the description of a word (restudy) or recalled the description (retrieval practice). At the end of each week, the children received a cued-recall vocabulary test. After 1 to 11 weeks they received a multiple-choice vocabulary test. Both on the cued-recall test and on the multiple-choice test no benefits of long-lag repetition and retrieval practice were found. These results put into question the practical value of long-lag repetition and retrieval practice in real-life primary school vocabulary lessons.
URI: http://hdl.handle.net/1820/8925
Appears in Collections:1. T2 Publications, books and conference papers

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