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NASP Home NASP Publications School Psychology Review (SPR) Volume 37 Issue 3 (2008) Theoretical and Applied Implications ...
Volume 37, Issue 3 (2008)

Theoretical and Applied Implications of Precisely Measuring Learning Rates

pp. 309—314

Nist and Joseph (2008) have confirmed earlier research showing that adding and interspersing a large number of time-consuming learning trials targeting known items (e.g., incremental rehearsal [IR] or interspersal) retards student learning rates (Cates et al., 2003 Joseph & Nist, 2006; Schmidgall & Joseph, 2007). In addition, their current study has confirmed earlier research that adding and interspersing known items can improve the quality of learning trials, or the amount learned per unknown-word trials (Burns, Dean, & Foley, 2004; MacQuarrie-Klender, Tucker, Burns, & Hartman, 2002).

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