to investigate the effect of massed and distributed collaborative and non-collaborative presentation on l2 learners’ comprehension and production of lexical collocations, 105 participants at takestan islamic azad university in 4 groups were assigned to four different treatment conditions (collaborative-massed; collaborative-distributed; noncollaborative-massed; and noncollaborative-distributed ...

To investigate the effect of massed and distributed collaborative and non-collaborative presentation on L2 learners’ comprehension and production of lexical collocations, 105 participants at Takestan Islamic Azad University in 4 groups were assigned to four different treatment conditions (collaborative-massed; collaborative-distributed; noncollaborative-massed; and noncollaborative-distributed ...

Copy Summary: Repetitions that are distributed over time benefit long‐term retention more than when massed. Recent research has suggested that the advantage of spacing may extend to induction learning–learners were better able to identify the artists of previously unseen paintings when, during training, artists’ paintings were spaced (paintings by different artists were interleaved) rather than...

Repetitions that are distributed (spaced) across time prompt enhancement of a memory-related event-related potential, compared to when repetitions are massed (contiguous). Here, we used fMRI to investigate neural enhancement and suppression effects during free viewing of natural scenes that were either novel or repeated four times with massed or distributed repetitions. Distributed repetition w...

Research has indicated that many people with traumatic brain injury (TBI) experience learning and memory difficulties because of impairments in the initial acquisition of information. We examined a strategy, the spacing effect, known to enhance new learning in a laboratory setting in healthy control participants (HCs) and in people with TBI. The spacing effect indicates that information is lear...

Extensive research has determined that new learning in healthy individuals is significantly improved when trials are distributed over time (spaced presentation) compared to consecutive learning trials (massed presentation). This phenomenon known as the "spacing effect" (SE) has been shown to enhance verbal and nonverbal learning in healthy adults of different ages and in different memory paradi...