Kristine C. Bloom's research while affiliated with University at Buffalo, The State University of New York and other places
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Publication (1)
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 perio...
Citations
... Many studies, reviews and meta-analyses have been conducted on the spacing effect (Cepeda et al., 2006;Delaney et al., 2010;Dempster, 1996;Janiszewski et al., 2003;Kupper-Tetzel et al., 2014;Maddox, 2016;Toppino & Gerbier, 2014;Wiseheart et al., 2019). These papers explain that spacing has been shown to improve memory for many different types of content, such as basic vocabulary (Bloom & Shuell, 1981), random facts (DeRemer & D' Agostino, 1974), textbook concepts (Reder & Anderson, 1982), word lists (Zechmeister & Shaughnessy, 1980), addition (Reed, 1924), multiplication (Rea & Modigliani, 1985) and geometry (Rohrer, 2009;Rohrer & Taylor, 2007;Taraban et al., 2001). Spacing effects have been seen across age groups. ...
