Biomaterial Database

Distribution of practice effects on learning retention and relearning by retarded boys. 1976

W C Chasey

The stabilometer task was used to study the difference between massed practice and distributed practice on initial acquisition, retention, and relearning of a gross motor skill by mentally retarded boys. 72 subjects were randomly assigned to either one massed practice group or one of three distributed practice groups with varying interrial rest intervals. All subjects were retested for retention and relearning after 8 wk. of no practice. The results indicated that distributed practice was superior to massed practice for initial skill acquisition. Retention was superior, favoring the group given distributed practice, but no significant differences were found between groups for relearning, indicating that the advantage of distributed practice may be temporary and that it is a performance rather than a learning factor.

UI	MeSH Term	Description	Entries
D007360	Intelligence	The ability to learn and to deal with new situations and to deal effectively with tasks involving abstractions.
D007699	Kinesthesis	Sense of movement of a part of the body, such as movement of fingers, elbows, knees, limbs, or weights.	Kinesthesia,Kinesthetic Sense,Movement Sensation,Kinestheses,Kinesthesias,Kinesthetic Senses,Movement Sensations
D007858	Learning	Relatively permanent change in behavior that is the result of past experience or practice. The concept includes the acquisition of knowledge.	Phenomenography
D008297	Male		Males
D008568	Memory	Complex mental function having four distinct phases: (1) memorizing or learning, (2) retention, (3) recall, and (4) recognition. Clinically, it is usually subdivided into immediate, recent, and remote memory.
D008607	Intellectual Disability	Subnormal intellectual functioning which originates during the developmental period. This has multiple potential etiologies, including genetic defects and perinatal insults. Intelligence quotient (IQ) scores are commonly used to determine whether an individual has an intellectual disability. IQ scores between 70 and 79 are in the borderline range. Scores below 67 are in the disabled range. (from Joynt, Clinical Neurology, 1992, Ch55, p28)	Disability, Intellectual,Idiocy,Mental Retardation,Retardation, Mental,Deficiency, Mental,Intellectual Development Disorder,Mental Deficiency,Mental Retardation, Psychosocial,Deficiencies, Mental,Development Disorder, Intellectual,Development Disorders, Intellectual,Disabilities, Intellectual,Disorder, Intellectual Development,Disorders, Intellectual Development,Intellectual Development Disorders,Intellectual Disabilities,Mental Deficiencies,Mental Retardations, Psychosocial,Psychosocial Mental Retardation,Psychosocial Mental Retardations,Retardation, Psychosocial Mental,Retardations, Psychosocial Mental
D009048	Motor Skills	Performance of complex motor acts.	Motor Skill,Skill, Motor,Skills, Motor
D011214	Practice, Psychological	Performance of an act one or more times, with a view to its fixation or improvement; any performance of an act or behavior that leads to learning.	Practice (Psychology),Practice, Psychology,Practicing, Psychological,Practicing, Psychology,Psychological Practice,Psychological Practicing,Psychology Practice,Psychology Practicing
D012153	Retention, Psychology	The persistence to perform a learned behavior (facts or experiences) after an interval has elapsed in which there has been no performance or practice of the behavior.	Psychological Retention,Retention (Psychology),Psychology Retention,Retention, Psychological
D002648	Child	A person 6 to 12 years of age. An individual 2 to 5 years old is CHILD, PRESCHOOL.	Children