The DOI matches its Crossref record; 15 of the 15 references it cites were found in a registry or an index.
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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Runge, N. (2018) · Open Scholarship Institutional Repository (Washington University in St. Louis) · doi:10.7936/db4h-dz76 · Cited by 1
“The spacing of stimuli during study also influences memory such that stimuli studied during a single long session are typically remembered more poorly than stimuli that are studied in multiple shorter sessions (e.g., Bloom & Shuell, 1981).”
BackgroundData-driven modelling and characterisation of task completion sequences in online coursesPreprint
Peach, R. L., Greenbury, S. F., Johnston, I. G., Yaliraki, S. N., Lefevre, D., & Barahona, M. (2020) · arXiv (Cornell University) · doi:10.48550/arxiv.2007.07003
“For instance, the superiority of distributed learning over massed learning inherently posits the benefits of a consistent learning behaviour over time instead of an irregular, syncopated approach to learning (Bloom and Shuell, 1981).”
BackgroundDeveloping Learning Strategies Through a Multimodal Vocabulary Project
Asquith, S. (2020) · doi:10.37546/jaltpcp2019-44 · Cited by 1
Soliman, D. M. S. (2020) · The International Journal for Research in Education · doi:10.36771/ijre.44.3.20-pp41-73
“لا نلأو ددع نإف ، فثكملا بيردتلا نم لىعأ بساكم لىإ يدؤي نأ ي عىبني رركتملا بيردتلا نم ديزم جما رتلل ةيلاقتنلاا تا رتثأتلا ي ف رثؤم لدعم لماع رتتعت ً اضيأ دحاولا عوبسلأا ي ف بيردتلا تاسلج ةلماعلا ةركاذلل ةيبيردتلا(Bloom & Shuell, 1981; Penner et al., 2012) .”
On the quest for success in vocabulary acquisition in Finnish schools : who and how?
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Foot, V. L. (2019) · YorkSpace (York University)
Tabatabaei, S. O., & Farajnezhad, Z. (2019) · SSRN Electronic Journal · doi:10.2139/ssrn.3904595
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Thank you, take care, and bye bye
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Accent Difference Makes No Difference to Phoneme Acquisition
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“In keeping with research regarding practice for L2 vocabulary retention (Bloom & Shuell, 1981) and L2 syntax (Bird, 2010), regular attention over a period of time might be more likely to contribute to measurable gains, though this is yet to be confirmed for phonology.”
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“…curtos perı́odos de estudo distribuı́dos ao longo do tempo, baseada em um efeito chamado de “curva de esquecimento” primeiramente observado por [Ebbinghaus 2013], e depois verificado por outros autores no contexto do aprendizado de um segundo idioma [Bloom and Shuell 1981, Atkinson 1972].”
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(2015) · Language learning and language teaching · doi:10.1075/lllt.43.refs
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“…and extinction studies specifically, have highlighted the benefits of spaced versus massed learning (i.e., fewer extinction learning trials over a few days versus a lot of trials on a single day) (Bloom and Shuell, 1981; Cepeda et al., 2006; Rohrer and Pashler, 2007; Litman and Davachi, 2008).”
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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
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