Open Universiteit

Please use this identifier to cite or link to this item:
Title: Spreading the Words: A Spacing Effect in Vocabulary Learning.
Authors: Goossens, Nicole
Camp, Gino
Verkoeijen, Peter
Tabbers, Huib
Zwaan, Rolf
Keywords: learning strategies
spacing effect
vocabulary learning
distributed practice
Issue Date: 2012
Citation: Goossens, N.A.M.C., Camp, G., Verkoeijen, P.P.J.L., Tabbers, H.K. & Zwaan, R.A. (2012). Spreading the Words: A Spacing Effect in Vocabulary Learning. Journal of Cognitive Psychology, 24(8), 965-971.
Abstract: The spacing effect refers to the frequently observed finding that distributing learning across time leads to better retention than massing it into one single study session. In the present study, we examined whether the spacing effect generalises to primary school vocabulary learning. To this aim, children from Grade 3 were taught the meaning of 15 new words using a massed procedure and 15 other new words using a spaced procedure. The 15 words in the massed condition were divided into three sets of five words, and each set was taught three times in one of three learning sessions. In the spaced condition, learning was distributed across the three sessions: All 15 words were practised once in each of the three learning sessions. At the retention tests after 1 week and after 5 weeks we observed that the meaning of spaced words was remembered better than the meaning of massed words.
Appears in Collections:1. T2 Publications, books and conference papers

Files in This Item:
File Description SizeFormat 
Goossens et al. 2012 JCP.pdf104.56 kBAdobe PDFView/Open

Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.