Spaced mathematics practice improves test scores and reduces overconfidence.
Saved in:
| Title: | Spaced mathematics practice improves test scores and reduces overconfidence. |
|---|---|
| Authors: | Emeny, William G. (AUTHOR), Hartwig, Marissa K. (AUTHOR), Rohrer, Doug (AUTHOR) |
| Source: | Applied Cognitive Psychology. Jul2021, Vol. 35 Issue 4, p1082-1089. 8p. 2 Diagrams, 2 Graphs. |
| Subjects: | Test scoring, Mathematics textbooks, Mathematics |
| Abstract: | The practice assignments in a mathematics textbook or course can be arranged so that most of the problems relating to any particular concept are massed together in a single assignment, or these related problems can be distributed across many assignments–a format known as spaced practice. Here we report the results of two classroom experiments that assessed the effects of mathematics spacing on both test scores and students' predictions of their test scores. In each experiment, students in Year 7 (11–12 years of age) either massed their practice into a single session or divided their practice across three sessions spaced 1 week apart, followed 1 month later by a test. In both experiments, spaced practice produced higher test scores than did massed practice, and test score predictions were relatively accurate after spaced practice yet grossly overconfident after massed practice. [ABSTRACT FROM AUTHOR] |
| Copyright of Applied Cognitive Psychology is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
|---|---|
| Header | DbId: pbh DbLabel: Psychology and Behavioral Sciences Collection An: 151398420 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
| IllustrationInfo | |
| Items | – Name: Title Label: Title Group: Ti Data: Spaced mathematics practice improves test scores and reduces overconfidence. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Emeny%2C+William+G%2E%22">Emeny, William G.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Hartwig%2C+Marissa+K%2E%22">Hartwig, Marissa K.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Rohrer%2C+Doug%22">Rohrer, Doug</searchLink> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Applied+Cognitive+Psychology%22">Applied Cognitive Psychology</searchLink>. Jul2021, Vol. 35 Issue 4, p1082-1089. 8p. 2 Diagrams, 2 Graphs. – Name: Subject Label: Subjects Group: Su Data: <searchLink fieldCode="DE" term="%22Test+scoring%22">Test scoring</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+textbooks%22">Mathematics textbooks</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics%22">Mathematics</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: The practice assignments in a mathematics textbook or course can be arranged so that most of the problems relating to any particular concept are massed together in a single assignment, or these related problems can be distributed across many assignments–a format known as spaced practice. Here we report the results of two classroom experiments that assessed the effects of mathematics spacing on both test scores and students' predictions of their test scores. In each experiment, students in Year 7 (11–12 years of age) either massed their practice into a single session or divided their practice across three sessions spaced 1 week apart, followed 1 month later by a test. In both experiments, spaced practice produced higher test scores than did massed practice, and test score predictions were relatively accurate after spaced practice yet grossly overconfident after massed practice. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Applied Cognitive Psychology is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=151398420 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1002/acp.3814 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 8 StartPage: 1082 Subjects: – SubjectFull: Test scoring Type: general – SubjectFull: Mathematics textbooks Type: general – SubjectFull: Mathematics Type: general Titles: – TitleFull: Spaced mathematics practice improves test scores and reduces overconfidence. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Emeny, William G. – PersonEntity: Name: NameFull: Hartwig, Marissa K. – PersonEntity: Name: NameFull: Rohrer, Doug IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 07 Text: Jul2021 Type: published Y: 2021 Identifiers: – Type: issn-print Value: 08884080 Numbering: – Type: volume Value: 35 – Type: issue Value: 4 Titles: – TitleFull: Applied Cognitive Psychology Type: main |
| ResultId | 1 |
