Quiz 17: The Amount and Distribution of Practice
Health & Kinesiology
Q 1Q 1
In the study by Schendel and Hagman (1982), the machine gun assembly-disassembly skill that was shown to benefit from overtraining is an example of a(n):
A) Procedural skill
B) Continuous skill
C) Dynamic skill
D) Open skill
Free
Multiple Choice
A
Q 2Q 2
When increasing the amount of practice beyond a certain point does not lead to results proportionally beneficial for learning, the practice has reached a point of:
A) Diminishing returns
B) Limited benefit
C) Overpractice
D) Saturation
Free
Multiple Choice
A
Q 3Q 3
Although research evidence supports overlearning as an effective practice strategy for learning, it is important to remember that the amount of practice is:
A) Next in importance to variability for influencing skill learning
B) Not a critical variable influencing skill learning
C) Not the most critical variable influencing skill learning
D) The most critical variable influencing skill learning
Free
Multiple Choice
C
Q 4Q 4
Practice schedule A involves two 1-hour practice sessions on each of three days, while schedule B involves one 1-hour practice session on each of six days. In this scenario, schedule A would be referred to as:
A) Blocked practice
B) Distributed practice
C) Massed practice
D) Random practice
Free
Multiple Choice
Q 5Q 5
Baddely and Longman (1978) compared various massed and distributed training schedules for training postal workers and found the worst schedule for learning to be:
A) 2-hour sessions twice a day for 3 weeks
B) 2-hour sessions once a day for 6 weeks
C) 1-hour sessions twice a day for 6 weeks
D) 1-hour sessions once a day for 12 weeks
Free
Multiple Choice
Q 6Q 6
Which of the following best describes a general rule about practice distribution schedules for the length and distribution of practice sessions?
A) Distributed practice schedules are better
B) Massed practice schedules are better
C) Both schedules lead to the same amount of learning
D) The rule would depend on the type of skill being learned
Free
Multiple Choice
Q 7Q 7
Raoul practiced a skill for 30 seconds and then rested for 5-seconds between trials. Scarlett practiced the same skill for 30 seconds and rested for 40-seconds between trials. Which of the following best describes their practice situation:
A) Raoul's practice is distributed; Scarlett's is massed
B) Raoul's practice is massed; Scarlett's is distributed
C) Both are in a massed practice condition
D) Both are in a distributed practice condition
Free
Multiple Choice
Q 8Q 8
A limitation of research investigating massed vs. distributed practice is:
A) Too many practice trials
B) Inappropriate tasks to be learned
C) Retention intervals that are not sufficiently long
D) The lack of a retention or transfer test
Free
Multiple Choice
Q 9Q 9
Which of the following statements are true?
A) Continuous skills are learned better with massed schedules; discrete skills are learned better with distributed schedules
B) Continuous skills are learned better with distributed schedules; discrete skills are learned better with massed schedules
C) Both continuous and discrete skills are learned better with massed schedules
D) Both continuous and discrete skills are learned better with distributed schedules
Free
Multiple Choice
Q 10Q 10
When massed practice hinders the learning of continuous skills, the most probable cause is:
A) Boredom
B) Anxiety
C) Fatigue
D) Confusion
Free
Multiple Choice
Q 11Q 11
Although the experiment involving the training of U.S. Army soldiers to assemble and disassemble a machine gun found that both the immediate overtraining and the "refresher" overtraining yielded similar beneficial retention results, they recommended the use of the ________ overtraining procedure.
Free
Short Answer
Q 12Q 12
In the research study involving fifth-grade students who were learning a football skill, a comparison of teacher-designed and student-designed practice formats showed that the _______ format led to better learning of the skill.
Free
Short Answer
Q 13Q 13
The experiment by Shea and Kohl found that for learning a task that required the participants to use a specified amount of _______, overlearning resulted in poorer learning than less practice.
Free
Short Answer
Q 14Q 14
Research has shown that the general guideline for establishing the frequency of practice sessions is that [more and shorter] or [fewer and longer] sessions are preferable.
Free
Short Answer
Q 15Q 15
If intertrial intervals are shorter than the length of a practice trial, then the practice schedule is considered to be a ________ schedule.
Free
Short Answer
Free
Short Answer
Q 17Q 17
The term overlearning refers to engaging learners in additional practice after they have achieved a specified performance criterion.
Free
True False
Q 18Q 18
Research has shown that the overlearning strategy benefits the learning of all types of motor skills.
Free
True False
Q 19Q 19
The classic study by Longman and Baddeley, which involved the training of postal workers to perform a keyboarding skill, demonstrated that distributed practice is better for learning than massed practice when it applies to the length and distribution of practice sessions.
Free
True False
Q 20Q 20
The results of the experiment by Dail and Christina in which novice golfers practiced putting, the massed practice group accurately predicted their retention test performance during the practice trials.
Free
True False
Q 21Q 21
When the study of practice distribution refers to the length of the intertrial interval during a practice session, there is general agreement about the definitions of the terms massed and distributed.
Free
True False
Q 22Q 22
When the study of practice distribution refers to the length of the intertrial interval, one of the problems has been that researchers have generally failed to consider the relationship of the type of skill to the practice distribution effect.
Free
True False
Q 23Q 23
Massed intertrial interval schedules lead to better learning for continuous skills than distributed schedules.
Free
True False