Distributed Practice and Retrieval Practice in Primary School Vocabulary Learning: A Multi‐classroom Study
Open accessAbstract
Summary: 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.Copyright © 2016 John Wiley & Sons, Ltd.
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Despite growing interest in examining distributed practice effects on mathematical learning or in authentic educational settings, both aims have rarely been combined.
“Despite the growing interest in examining distributed practice effects on mathematical learning (Rohrer & Taylor, 2006, 2007), or distributed practice in authentic educational settings (Goossens et al., 2016;Kapler et al., 2015), both aims have rarely been combined.”
From Distributing mathematical practice of third and seventh graders:<scp>A</scp>pplicability of the spacing effect in the classroom (2019) · cites this paper as Goossens et al., 2016
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Self-citation
- Authors
- Goossens, N. A. M. C., Camp, G., Verkoeijen, P. P. J. L., Tabbers, H. K., Bouwmeester, S., & Zwaan, R. A.
- Affiliations
- Open University of the Netherlands (NL)
- Avans University of Applied Sciences (NL)
- Erasmus University Rotterdam (NL)
- Corresponding author
- Goossens, Nicole A. M. C.
- Venue
- Applied Cognitive Psychology
- Publisher
- Wiley
- Published
- 2016-06-06
- Volume
- 30
- Issue
- 5
- Pages
- 700-712
- ISSN
- 0888-4080 (ISSN-L)
- 1099-0720
- OpenAlex
- W2414637449
- Cited by
- 40
- References
- 51
- Citations by year
- 2026: 2 · 2025: 2 · 2024: 5 · 2023: 6 · 2022: 7 · 2021: 3 · 2020: 5 · 2019: 6 · 2018: 2 · 2017: 2
- FWCI
- 2.12
- Type
- journal article
- Language
- en
- Open access
- bronze
- doi.org
- Locations
- Applied Cognitive Psychology (publishedVersion)
- EUR Research Repository (Erasmus University Rotterdam) (publishedVersion, other-oa)
- DSpace (Open University in the Netherlands) (publishedVersion)
- EUR Research Repository (Erasmus University Rotterdam) (submittedVersion)
- DSpace (Open University in the Netherlands) (submittedVersion)
- DSpace (Open University in the Netherlands) (submittedVersion, other-oa)
- Topics
- Life Sciences › Neuroscience › Cognitive Neuroscience › Memory Processes and Influences
- Social Sciences › Psychology › Developmental and Educational Psychology › Second Language Acquisition and Learning
- Social Sciences › Psychology › Developmental and Educational Psychology › Reading and Literacy Development
- Keywords
- distributed practice, retrieval practice, vocabulary acquisition, elementary school students, restudy, cued recall, spelling instruction
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