Distributed Practice and Retrieval Practice in Primary School Vocabulary Learning: A Multi-classroom Study

Nicole Goossens*, Gino Camp, Peter Verkoeijen, Huib Tabbers, Samantha Bouwmeester, Rolf Zwaan

*Corresponding author for this work

Research output: Contribution to journalArticleAcademicpeer-review

Abstract

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.
Original languageEnglish
Pages (from-to)700-712
JournalApplied Cognitive Psychology
Volume30
Issue number5
Early online date6 Jun 2016
DOIs
Publication statusPublished - 2016

Fingerprint

Vocabulary
Learning
Language Tests
Exercise
Curriculum
Education
Retrieval Practice
Vocabulary Learning
Primary School
Manipulation
Multiple Choice
Cued Recall

Keywords

  • Distributed practice
  • retrieval practice
  • vocabulary learning
  • primary school

Cite this

Goossens, Nicole ; Camp, Gino ; Verkoeijen, Peter ; Tabbers, Huib ; Bouwmeester, Samantha ; Zwaan, Rolf. / Distributed Practice and Retrieval Practice in Primary School Vocabulary Learning: A Multi-classroom Study. In: Applied Cognitive Psychology. 2016 ; Vol. 30, No. 5. pp. 700-712.
@article{aaa8771925bb43a584866ddff7e8ab59,
title = "Distributed Practice and Retrieval Practice in Primary School Vocabulary Learning: A Multi-classroom Study",
abstract = "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.",
keywords = "Distributed practice, retrieval practice, vocabulary learning, primary school",
author = "Nicole Goossens and Gino Camp and Peter Verkoeijen and Huib Tabbers and Samantha Bouwmeester and Rolf Zwaan",
year = "2016",
doi = "10.1002/acp.3245",
language = "English",
volume = "30",
pages = "700--712",
journal = "Applied Cognitive Psychology",
issn = "0888-4080",
publisher = "John Wiley and Sons Ltd",
number = "5",

}

Distributed Practice and Retrieval Practice in Primary School Vocabulary Learning: A Multi-classroom Study. / Goossens, Nicole; Camp, Gino; Verkoeijen, Peter; Tabbers, Huib; Bouwmeester, Samantha; Zwaan, Rolf.

In: Applied Cognitive Psychology, Vol. 30, No. 5, 2016, p. 700-712.

Research output: Contribution to journalArticleAcademicpeer-review

TY - JOUR

T1 - Distributed Practice and Retrieval Practice in Primary School Vocabulary Learning: A Multi-classroom Study

AU - Goossens, Nicole

AU - Camp, Gino

AU - Verkoeijen, Peter

AU - Tabbers, Huib

AU - Bouwmeester, Samantha

AU - Zwaan, Rolf

PY - 2016

Y1 - 2016

N2 - 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.

AB - 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.

KW - Distributed practice

KW - retrieval practice

KW - vocabulary learning

KW - primary school

U2 - 10.1002/acp.3245

DO - 10.1002/acp.3245

M3 - Article

VL - 30

SP - 700

EP - 712

JO - Applied Cognitive Psychology

JF - Applied Cognitive Psychology

SN - 0888-4080

IS - 5

ER -