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Effects of Massed and Distributed Practice on the Learning and Retention of Second-Language Vocabulary
Abstract
High school students enrolled in a French course learned vocabulary words under conditions of either massed or distributed practice as part of their regular class activities. Distributed practice consisted of three 10-minute units on each of three successive days; massed practice consisted of all three units being completed during a 30-minute period on a single day. Though performance of the two groups was virtually identical on a test given immediately after completion of study, the students who had learned the words by distributed practice did substantially better (35%) than the massed- practice students on a second test given 4 days later. The implications of the findings for classroom instruction and the need to distinguish between learning and memory are discussed.
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“For example, in studies utilizing distributed practice for language or vocabulary learning (e.g., Bloom & Shuell, 1981), repeated exposure was simply a re-presentation of the same words.”
From The Distributed Practice Effect on Classroom Learning: A Meta-Analytic Review of Applied Research (2025) · cites this paper as Bloom & Shuell, 1981
In the citing paper
“The average observed benefit from distributed practice (over massed practice) in these studies was 15 percent, and it appeared to hold for children (Bloom & Shuell, 1981; Childers & Tomasello, 2002; Edwards, 1917; Fishman, Keller, & Atkinson, 1968; Harzem, Lee, & Miles, 1976) as well as adults.”
From Distributed practice in verbal recall tasks: A review and quantitative synthesis. (2006) · cites this paper as Bloom & Shuell, 1981
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Chapter 14. Summary of Theoretical and Instructional Implications
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Chapter 13. Effects of Acoustically Varied Input
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Chapter 11. Effects of Semantic versus Thematic Sets
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Chapter 6. Effects of Tasks Involving Semantic and Structural Elaboration
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Chapter 9. Privileging and Patterns in Partial Word Form Learning
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Chapter 15. Directions for Future Research
Ayoun, D. (2015) · Language learning and language teaching · doi:10.1075/lllt.43.15ch15
Chapter 5. Specificity in Type of Processing and Learning: The TOPRA Model
Barcroft, J. (2015) · Language learning and language teaching · doi:10.1075/lllt.43.05ch5
Chapter 4. Contexts of Lexical Input Processing: L1/L2 and Incidental/Intentional
Barcroft, J. (2015) · Language learning and language teaching · doi:10.1075/lllt.43.04ch4
Chapter 10. Effects of Increased and Spaced Exposure
Barcroft, J. (2015) · Language learning and language teaching · doi:10.1075/lllt.43.10ch10
Metadata
- Authors
- Bloom, K. C., & Shuell, T. J.
- Affiliations
- University at Buffalo, State University of New York (US)
- Venue
- The Journal of Educational Research
- Publisher
- Informa UK Limited
- Published
- 1981-03
- Volume
- 74
- Issue
- 4
- Pages
- 245-248
- ISSN
- 0022-0671 (ISSN-L)
- 1940-0675
- OpenAlex
- W2056513446
- Cited by
- 243
- References
- 15
- Citations by year
- 2026: 4 · 2025: 7 · 2024: 7 · 2023: 9 · 2022: 17 · 2021: 16 · 2020: 9 · 2019: 20 · 2018: 9 · 2017: 6 · 2016: 11 · 2015: 37 · 2014: 17 · 2013: 9 · 2012: 7
- FWCI
- 0.00
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- The Journal of Educational Research (publishedVersion)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Second Language Acquisition and Learning
- Life Sciences › Neuroscience › Cognitive Neuroscience › Memory Processes and Influences
- Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
- Keywords
- massed practice, distributed practice, second language vocabulary, vocabulary acquisition, retention, spaced practice, French as a second language, high school students, classroom teaching
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
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