distributed practice

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dis·trib·ut·ed prac·tice

(dis-trib'yū-tĕd prak'tis)
Exercise activity in which more time is spent resting than practicing.
Medical Dictionary for the Health Professions and Nursing © Farlex 2012
References in periodicals archive ?
Distributed practice (Willingham, 2014) means spreading learning out over time.
A cognitive routine is taught using explicit instruction, an instructional model that consists of very structured and organized lessons, appropriate cues and prompts, guided and distributed practice, cognitive modeling, interaction between teachers and students, immediate and corrective feedback on performance, positive reinforcement, over-learning, and mastery.
We practice a few each week, since distributed practice is how students learn their facts, and, in a couple of months, all the second graders know their multiplication facts through the 12s.
These spacing phenomena include the distributed practice effect, the contextual interference effect (Battig, 1966, 1979), the spacing effect, and the lag effect (Underwood, Kapelak, & Malmi, 1976).
The signature characteristic of distributed practice is that the practice sessions are distributed over a relatively lengthy period of time (e.g., three reviews in three months).
More than a century of research shows that increasing the gap between study episodes using the same material can enhance retention, yet little is known about how this so-called distributed practice effect unfolds over nontrivial periods.
Compelling evidence exists, however, showing that practice conditions where rest intervals are interspersed between movement repetitions ("distributed practice") play a strategic role in the acquisition and consolidation of learning motor skills.
These findings can be clarified if we liken our extended and abbreviated conditions to massed and distributed practice schedules, respectively.
Many researchers have compared the influence of constant practice and distributed practice methods on students' acquisition of motor skills.
This finding suggests that the benefits of distributed practice extend to abstract mathematics problems and not just rote memory cognitive tasks.
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