Efficiency of Learning as a Function of Practice Schedule and Initial Ability

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Abstract
2 groups of 50 Ss practiced a pursuit rotor skill under different schedules of practice. A massed practice (MP) group (40 sec. work, 20 sec. rest) performed just as well as a distributed practice (DP) group (20 sec. work, 20 sec. rest) on the first day of practice. However, after 24 hr. of interpolated rest MP Ss demonstrated significantly greater amounts of learning. A further analysis of the 15 high initial ability and 15 low initial ability Ss from each of the two main groups resulted in no statistical differences among these subgroups in Day 1 performance that could be attributed to the practice schedules; however, a significant Ability Level × Practice Schedule interaction was obtained for Day 2 performance. It was caused by the low ability Ss under MP learning relatively more than the high ability Ss under MP when compared to the two DP groups. Thus learning was seen as being a function not only of schedule of practice but also of initial ability level.

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