Kristine C. Bloom’s research while affiliated with University at Buffalo, State University of New York and other places

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.