General Problem: On learning.

Specific Problem: Experimentally determine the effect of massed and

spaced method of learning on the capacity of memorization of the subject
through visual presentation of stimuli.

Basic Concept:
Learning occupies a very important place in our life. Most of what we do or
don’t do is influenced by what we learn and how we learn it.

Learning, therefore, provides a key to the structure of our personality and

behaviour.

DEFINATIONS AND EXPLANATION

Learning, stands for all those changes and modifications in the behaviour of the
individual which he or she undergoes during his lifetime.

WOODWORTH [1945]:

Any activity can be called learning so far as it develops the individual and
makes him alter behaviour and experiences different from what they would
otherwise have been.

KIMBLE [1961]:

Learning is a relatively permanent change in behavioural potentiality that occurs

as a result of reinforced practice.

 Learning is a process and not a product.

 It involves all those experiences and training of an individual which help
in to produce changes in his behaviour.
 Learning is a change in behaviour for better or worse.
 Instead of change in existing behaviour, learning may also result in
discontinuation of existing behaviour.
 Helps in adjustment and adaptation.
 Purposeful and goal oriented.
 Universal and continuous.
 It involves new ways of doing things but there is no limit of adopting
these ways and means.
  Change that takes place through practice, change due to growth or
maturation are not learning.
 The change must be relatively permanent.
FACTORS OF LEARNING

FACTORS ASSOCIATED WITH LERNER:

 Learner’s physical and mental health-

Learning is greatly affected by the learner’s physical and mental health
maintained by him particularly, at the time of learning. A simple headache or
a stomachache can play a havoc with the process and products of learning.

 The basic potential of the learner-

The results achieved by the learner through a process of learning depend heavily
upon his basic potential to undergo such learning. Such potential may consist of
things given:

Learner’s inmate abilities, capacities, general intelligence, specific knowledge,

understanding and skills, interests, aptitudes, and attitudes.

 The level of aspiration and achievement motivation-

Learning is greatly influenced by the level of aspiration and nature of
achievement motivation possessed by a learner.

 Goals of life-
The philosophy of immediate as well as ultimate goals of one’s life affect the
process and product of learning.

 Readiness and will power-

A learner’s readiness and power to learn is a great deciding factor of his results
in learning. No power on earth can help a learner if he is not ready to learn. If he
has a will to learn a thing, then automatically, he will himself find ways for
effective learning.

FACTORS ASSOCIATED WITH THE TYPE OF LEARNING

EXPERIENCES:

 Nature of learning experience-

Learning is influenced by the nature of the subject matter and learning
experiences presented to a learner such as the following:

Whether the nature of learning experience is formal or informal, incidental or

well-planned, direct or indirect and the like. Whether learning experiences are
suitable selected on the basis of the age, grade and experiences of a learner.

 Methodology of learning-
Learning depends upon the methods, techniques and approaches employed for
the teaching and learning of the selected contents.

Linking the recent learnings with those of the past

Correlating learning in one area with that of another

Utilization of maximum number of senses

Revision and practice

Provision of proper feedback and reinforcement

LEARNING IS A HYPOTHETICAL CONSTRUCT

Learning is a concept and not a thing, and the activity called learning is inferred
only through behavioral symptoms. The distinction implicit here between
behaviour and inferred process is one of Tolman’s major contributions and
serves to reconcile influential views that might seem completely at odds.
Classical behaviourism, as developed by John B. Watson (1878–1958), rejected
every mentalistic account and sought to limit analysis to such physiological
mechanisms as reflexes. Watson argued that these are objective in a way that
so-called thoughts, hopes, expectancies, and images cannot be. The opposing
view holds that experiential (introspective) activity (exactly what Watson
sought to dismiss) does require discussion.

An attractive possibility is that intervening variables may have discoverable

physiological bases. Psychologists Paul E. Meehl and Kenneth McCorquodale
proposed a distinction between the abstractions advocated by some and the
physiological mechanisms sought by others. Meehl and McCorquodale
recommended using the term intervening variable for the abstraction and
hypothetical construct for the physiological foundation. To illustrate: Hull
treated habit strength as an intervening variable, defining it as an abstract
mathematical function of the number of times a given response is rewarded. By
contrast, Edward L. Thorndike (1874–1949) handled learning as a hypothetical
construct, positing a physiological mechanism: improved conduction of nerve
impulses.

Intervening variables and hypothetical constructs need not be incompatible;

Thorndike’s hypothetical neural process could empirically be found to be the
mechanism through which Hull’s abstraction operates.

LEARNING IS MEASURED THROUGH REMEMBERING

In the most commonly used version of this task, a randomly ordered sequence
of digits (e.g., 4-7-8-2-5-9) is read once to the participant, who is required to
repeat them in the same order. The resulting measure is known as the digit span,
defined as the number of digits that can be repeated in the correct order without
error. Span can also be measured using items other than digits: letters or words,
for example. However, it should be noted that the span measure obtained may
vary with the kinds of items employed. Thus, word span is typically somewhat
shorter than digit span, and word span itself will vary depending on various
features of the words, such as their length and familiarity.

Free Recall

In free recall, a list of items is presented and the task is to recall them in any
order. The measure of memory is the number (or proportion) of these items
recalled. If people are allowed to begin recalling immediately after the
presentation of the last item, this simple measure is subject to a strong recency
effect: The last few items in the list will be recalled very well.

Cued Recall

In cued recall, the task is to recall each item in response to a cue provided by the
tester. This cue may have been presented along with the item at the time of
study (an intra-list cue) or be an item not studied before (an extra-list cue).

REMEMBERING AND MEMORY

Memory denotes the ability or power of mind to retain and reproduce learning.
This power of ability helps in the process of memorization. Both the terms
‘memorization’ and ‘remembering’ carry the same meaning. While
differentiating memory and remembering, Levin [1978] says:
“Memory can be linked to a giant filling cabinet in the brain, with data sorted,
classified and Crossfield for the future reference. Remembering depends on
how the train goes about coding its input.”

STAGES OF MEMORY

Memory is the term given to the structures and processes involved in the storage
and subsequent retrieval of information. Memory is essential to all our lives,
without memory, we could not learn anything. Memory is involved in
processing vast amounts of information. This information takes many different
forms, e.g., images, sounds or meaning.
For psychologists the term memory covers three important aspects
of information processing:
1. Memory Encoding

When information comes into our memory system (from sensory input), it needs
to be changed into a form that the system can cope with, so that it can be stored.
Think of this as similar to changing your money into a different currency when
you travel from one country to another.
There are three main ways in which information can be encoded (changed):
1. Visual (picture)
2. Acoustic (sound)
3. Semantic (meaning)
The principle encoding system in long-term memory (LTM) appears to be
semantic coding (by meaning). However, information in LTM can also be
coded both visually and acoustically.

2. Memory Storage
This concerns the nature of memory stores, i.e., where the information is stored,
how long the memory lasts for (duration), how much can be stored at any time
(capacity) and what kind of information is held.
The way we store information affects the way we retrieve it. There has been a
significant amount of research regarding the differences between Short Term
Memory (STM) and Long Term Memory (LTM).
3. Memory Retrieval
This refers to getting information out storage. If we can’t remember something,
it may be because we are unable to retrieve it. When we are asked to retrieve
something from memory, the differences between STM and LTM become very
clear. STM is stored and retrieved sequentially and LTM is stored and retrieved
by association.
RELATION BETWEEN LEARNING AND MEMORY
The relationship between learning and memory is incredibly close and
intertwined. As stated by the American Psychological Association, learning
means securing various skills and information, while memory relates to how the
mind stores and recalls information. It is almost impossible for an individual to
truly learn something without also having the memory to retain what they have
learned. In many ways, learning and memory maintain a very interdependent
relationship, one that is much more nuanced and complex than it may appear to
be on the surface.
The Interdependence of Learning and Memory
Learning and memory share quite interesting parallels. First and foremost, both
functions exist in and rely upon the brain. Without the brain, both learning and
memory would be impossible. While learning can concern events that can take
place in the past, present, and future, memory pertains to occurrences that have
already passed. In other words, an individual can learn something new at
virtually any time. Information, however, can only be mentally processed and
stored in memory after learning.
STAGES OF MEMORY ASSOCITED WITH LEARNING
Memory is an active, subjective, intelligent reflection process of our previous
experiences.
Memory is related to learning but should not be confused with learning. There
are 3 main processes involved in human memory:
1. Encoding- Transforming information into a form that can be stored in
memory.
2. Storing- Maintaining the encoded information in memory.
3. Retrieving- Re-accessing information from the past which has been
encoded and stored.
Encoding is the first process that the human memory puts in operation. The
efficiency of learning, in general, depends on the efficiency of the encoding
process. It is an active and selective process that depends on a number of
factors. There are 3 types of factors that can influence encoding efficiency:
Content factors- Related to the type of material to be encoded.
Environmental factors-Related to the conditions under which the encoding
takes place.
Subjective factors-Related to variables in effect when encoding takes place.
Storing is the second process that makes it possible to preserve encoded
information. Just as with encoding, storing is an active and selective process. As
long as the information is stored, it is permanently transformed, reorganized,
and included in new links even if the subject is not fully aware of the process.
Storing the information involves both quantitative (the duration of retention)
and qualitative (the fidelity of retention) aspects.
Retrieval is the process of accessing the stored information. This occurs
through recognition or recall. Recognition is the association of an event or
object which one previously experienced or encountered and involves a process
of comparison of information with memory. Full recall requires a 2-step
process—first the search and retrieval of several items from memory, and
second, choosing the correct information from the multiple items retrieved.
Memory is essential to learning, but it also depends on learning because the
information stored in one’s memory creates the basis for linking new
knowledge by association. It is a symbiotic relationship which continues to
evolve throughout our lives.
VERBAL LEARNING

One of the important aspects of human behaviour is verbal behaviour that

distinguishes human beings from other animals. Humans converse with one
another, listen speak, read books and even think with the help of verbal
symbols. If we minutely observe the daily life situations transactions of human
beings, we would hardly find any aspects of human behaviour that bear no
stamp of verbal learning.

Verbal learning involves words. Words are the symbols that represent
something. Numbers, code words, etc. are also verbal symbols. All these
symbols stand for objects, events, situations and attributes or properties of these
objects and events. Hence, verbal learning involves development of abilities to
manipulate the symbols- words, numbers, verbal cues, codes etc.

MATERIALS USED TO STUDY VERBAL LEARNING:

Verbal learning materials include all the cases of learning by using words-
responding to or with.

A German psychologist, Herman Ebbinghaus in 1880, was the first to develop

nonsense syllables consisting of Constant-Vowel-constant (CVC) letters of
English alphabets or Constant-Constant-Constant (CCC) of the alphabets are
used as verbal materials for experimental studies. However, meaningful words,
codes, stories or poems are also often used. But, the use of CVC or CCC
trigrams are most preferred material because of certain advantages over the
meaningful words or other materials.

NONSENSE SYLLABLES

Nonsense syllables were first introduced by Hermann Ebbinghaus in his

experiments on the learning of lists. His intention was that they would form a
standard stimulus so that experiments would be reproducible. However, with
increasing use it became apparent that different nonsense syllables were learned
at very different rates, even when they had the same superficial structure.

Nonsense syllables can vary in structure. The most used are the so-called CVC
syllables, composed of a consonant, a vowel, and a consonant. These have the
advantage that nearly all are pronounceable, that is, they fit the phonotactics of
any language that uses closed syllables, such as English and German. They are
often described as "CVC trigrams", reflecting their three-letter structure.
FACTORS OF LEARNING WHICH IMPACT MEMORIZATION
CAPACITY
 REPEATED REPETATION:
Repetition or re-reading a lesson fix its durably. But recitation fixes it more
durably. Recitation means reciting to oneself. Let the reader read his lesson
twice or thrice, and then recite it to himself, prompting himself when he fails.

This active reciting method of study takes less time in memorizing. Recitation is
economical of time in memorizing, and fixes the mater more durably. If
nonsense syllables are replaced by sensible material, we get better results.
Recitation is a greater advantage for permanent memory than for immediate
memory.

 WHOLE AND PART LEARNING:

The ‘entire method’ has been found to be superior to the ‘sectional method’ up
to a limit of about 240 lines of a poem for adults.

Children are discouraged by a long poem; they may show better results by
following the ‘part method’. Some have found the ‘whole method’ to be
superior in all cases. With others two thirds have done better with the ‘whole
method’ and one-third better with the ‘part method’. The ‘whole method’ yields
good results for permanent memory. The ‘part method’ yields good results from
immediate memory.

 AND ONE OF THEM IS SPACED AND UNSPACED LEARNING:

Spaced repetitions are more effective than un-spaced learning. The greater is
the interval between one repetition and another at one sitting the less is the time
required to memorize the matter.

Spaced learning yields better result for permanent memory. Un-spaced learning
is good for immediate memory. Continuous cramming may be helpful for
immediate memory. But it cannot be useful for permanent memory. Spaced
learning fixes the matter more durably.

Experiment with spaced and unspaced learning

Required materials: List of nonsense syllables

For Spaced learning

Procedure: At first find out the memory span of the subject and make list
accordingly

The subject is shown a list of nonsense syllables and is asked to reproduce

them. After reproducing the subject is given a rest period for some time but not
very long then the subject might forget the list. Then again, he is shown the list
and is asked to reproduce. This is repeated until the subject produces the full list
at one go 100% accurately. During the rest period the subject should engage in
some kind of motor activity.

For Unspaced learning

Procedure: The subject is again shown a list with the same number of nonsense
syllables as in the list that was used for spaced learning. Then the subject is
asked to reproduce. If he or she has not reproduced the list full correctly, the list
is again shown. This is repeated until the subject reproduces the full list with
100% accuracy. There are no gaps in between the trails.

AIM:

The current study ends experimentally to determine the effect of massed and
unspaced method of learning on the capacity of memorization of the subject
through visual presentation of stimuli.
 Preliminaries:
Name of the subject: Rupsa Raychowdhury

Age of the subject: 18 Years old

Sex of the subject: Female

Education of the subject: 1st Year Undergraduate

Language known to subject: English, Hindi, Bengali

Condition of the: Fresh and cooperative

Date of the experiment: 08/03/21

Time of the experiment: 3:40 – 4:15

Materials Required:
 Lists of nonsense syllables
 Strips of paper
 Stop-watch
 Screen
 Paper window
 Pen, pencil, eraser, scale

Plan of the Experiment:

a. Experimental Design:

Independent Variable (IV)

Temporal spacing in learning

Levels of IV

a. Massed Method of learning (absence of temporal spacing in the learning period)

b. Spaced Method of learning (presence of three types of temporal spacing in the

learning period)

Dependent Variable (DV)

Capacity of memorization
b. Plan of the Experiment- General Framework:

Preparatory Phase

 Visual presentation of a list of 10 nonsense syllables to find out the

memory span of the subject
 Length of the list = memory span×3

Rest for 5 min

Control Condition – Massed learning

 List A will be presented visually till 100% criterion of mastery

 No inter-trial spacing or rest will be provided
 Post Criterion Task (PCT) will be taken

Rest for 10 min

Experimental Condition I- Spaced learning

 List B will be presented visually till 100% criterion of mastery

 Inter-trial spacing of 30 seconds will be provided
 Non-interfering filler task (doodling/drawing lines) will be employed
during inter-trial spacing
 Post Criterion Task (PCT) will be taken

Rest for 10 min

Experimental Condition II- Spaced learning

 List C will be presented visually till 100% criterion of mastery

 Inter-trial spacing of 60 seconds will be provided
 Non-interfering filler task (doodling/drawing lines) will be employed
during inter-trial spacing
 Post Criterion Task (PCT) will be taken
 Rest for 10 min

Experimental Condition III- Spaced learning

 List D will be presented visually till 100% criterion of mastery

 Inter-trial spacing of 90 seconds will be provided
 Non-interfering filler task (doodling/drawing lines) will be employed
during inter-trial spacing
 Post Criterion Task (PCT) will be taken

c. Plan of the Experiment – Specific Framework:

Stimulus Response Response Measure

Visual Stimuli:
Lists of nonsense The subject memorizes  Accuracy of
syllables each list (i.e., list A, B, reproduction in
C, and D) individually, PCT
Set 1: List A is presented and reproduces it  Number of trials
without any inter-trial mechanically (writes it taken to achieve
spacing (i.e., no time gap down) in correct order complete mastery
between one for a number of trials, for of each set
reproduction and the each set, independently,  Percentage of
next presentation). until complete mastery. recall per trial

Set 2: List B is presented

with an inter-trial
spacing of 30 seconds.

Set 3: List C is presented

with an inter-trial
spacing of 60 seconds.

Set 4: List D is presented

with an inter-trial
spacing of 90 seconds.
 d. Controlling Techniques of Extraneous Variables:

Extraneous Variables Controlling Techniques

Subject-relevant variable:
Age, sex, educational level, individual
differences
Motivation, attention
Kept constant (since N=1)
Uniform and repeated instructions
were given throughout

Stimulus-relevant variable:
Length of the list Kept constant
Difficulty level of the list Kept constant
Duration of presentation of one Kept constant at 2 seconds
syllable and gap between presentation
of two syllables

Situation-relevant variable:
Noise Minimized
Illumination Kept constant
Temperature Kept constant

Sequence-relevant variable:
Practice effect and fatigue effect
A rest pause of 10 minutes is provided
between 2 sets
Formation of association between No syllable is repeated in a list or in a
different syllables different list

Instructions:
For immediate memory span

“Please sit comfortably and be very attentive. I shall show you some
meaningless syllables one at a time through paper window. After I have finished
showing the nonsense syllables to you, you have to write down those syllables
in correct order on a piece of paper provided by me.”

For massed learning

“Please sit comfortably, relax and be very attentive. I will present to you a list
of meaningless words. You will have to memorize them and write them down
correctly in serial order. I will continue showing you the list until you have
learnt them all correctly. After you have correctly learnt them all, you will have
to recall and write down the list correctly without being shown the list again.
Please report immediately, in case you have any difficulty.”

For spaced learning (Set-2, 3, and 4)

“Please sit comfortably, relax and be attentive. I will present to you a list of
meaningless words. You will have to memorize them and write them down
correctly in serial order. I will then give you a small break and will then show
you the list again. During the break, you are supposed to doodle or draw lines
on a piece of paper. I will continue doing this until you have learnt them all
correctly. After you have correctly learnt them all, you will have to recall and
write them down correctly, without seeing the list. Please report immediately in
case of any difficulty.”

“After the experiment is over, you will have to give me a written account of
your feelings and experiences during the experiment.”

Precautions:
The following precautions are maintained while conducting the experiment:

a. The paper window should be made accurately so that the subject can see
each syllable distinctively
b. Presentation of syllable will be one at a time
c. The screen should be placed in front of the subject so that the subject
cannot see the list beforehand
d. While preparing the list an adequate gap between two syllables need to be
maintained.
e. An equal time interval of 2 seconds between two nonsense syllables
should be maintained while presenting the list.
f. Each syllable is exposed for 2 seconds to the subject
g. The experiment should be conducted in a well illuminated, calm and quiet
atmosphere
h. Rest of 10 min should be provided to the subject after each set of the
experiment
 i. Non-interfering filler task (doodling/drawing lines) was employed during
the inter-trial intervals of spaced learning.

Rules for Preparing Nonsense Syllables:

a. Each syllable is made by three letters with one vowel in between two
consonants (CVC method).
b. Syllables should be written in capital letters.
c. Syllables should be meaningless so that the subject is unable to make any
association.
d. The initial consonant of a syllable is not identical with the final consonant
of the same syllable of the list.
e. No two consecutive syllables in the list should have the same initial
consonant or the same vowel.
f. The last consonant of any syllable should not be the same as the first
consonant of the next syllable.
g. The order of consonant and vowel should be avoided
h. The vowels are placed at random.
i. W, X, Y, Z, and Q should be avoided from the list.
j. Either C/K or G/J should be used in each syllable.
k. H should not be used at the end of any syllable.
l. There should not be any repetition and rhythmic presentation in the list.

Procedure:
Rapport was established with the subject and necessary instructions were
provided.

The immediate memory span of the subject was found out first. The subject was
shown a list containing 10 nonsense syllables and was asked to reproduce it in
serial order. The number of syllables recalled correctly is the memory span of
the subject. Length of each list was taken as thrice of the memory span.

In Set-1, List-A was presented visually and the subject was asked to reproduce
the list correctly in serial order. This was continued for a number of trials until
100% occurred. PCT was then immediately taken.

In Set-2, 3, and 4, Lists- B, C, and D were presented visually and the subject
was again asked to reproduce them correctly in serial order. An inter-trial
spacing (rest interval) was provided in each set. The subject was involved in
some non-interfering moto activity where the subject engaged in
doodling/drawing lines. A spacing of 30 seconds, 60 seconds, and 90 seconds
were provided in Set-2, 3, and 4 respectively. A PCT was also taken for each
set.

After collecting the data, the subject was asked to give a written account of her
feelings and experiences during the experiment. The necessary calculations
were then done, and the result was graphically represented and interpreted.

Report of the Subject:

In this experiment, I was asked to memorise lists of meaningless words. There
were two phases, and I had to memorise so many lists and then recall them. At
first it seemed quite difficult but slowly it got easier and I enjoyed doing it but
the problem was when I memorise the second word, I tend to forget the first
word I memorised, and I guess it was the purpose of the experiment so overall it
was fun.

Data and Calculations:

Table 1: sowing determination of memory span of the subject

Nonsense Syllables Subject’s Reproduction

FON FON 
KIG KIG 
MUB MUB ×
RAL RAL ×
DET DET ×
ROF ROF ×
GOM GOM ×
MIP MIP ×
PAM PAM ×
VUS VUS ×

Number of correct reproductions = 2

Memory span of the subject = 2

Length of the list = 2×3 = 6

Table 2: showing determination of the capacity of memorization of the subject

by massed method of learning (List-A)
Nonsense Syllables Trail-1 Trail-2 Trail-3 PCT

BEV BEV  BEV  BEV  BEV 

LAF LAF × LAF × LAF  LAF 
VIC VIC  VIC  VIC  VIC ×
MUP MUP × MUP  MUP  MUP 
DOF DOF × DOF  DOF  DOF 
HEV HEV  HEV × HEV  HEV 
Number of correct
reproductions 3 4 6 5

Percentage of correct
reproductions 50% 66% 100% 83%

In massed learning, the present subject took three total trials to memorise the
syllables to their full criterion.

Table 3: showing determination of the capacity of memorization of the subject

by spaced method of learning with 30 seconds inter-trial spacing (List-B)

Nonsense Syllables Trail-1 Trail-2 Trail-3 PCT

RUL RUL  RUL  RUL  RUL 

COF COF  COF  COF  COF 
PIB PIB × PIB  PIB  PIB 
MAF MAF × MAF × MAF  MAF 
SEV SEV × SEV × SEV  SEV 
LUD LUD × LUD × LUD  LUD 
Number of correct
reproductions 2 3 6 6

Percentage of
correct
reproductions 33% 50% 100% 100%

In spaced learning with 30 seconds space the present subject took total three
trails to memorise the syllables to their full criterion.

Table 4: showing determination of the capacity of memorization of the subject

by spaced method of learning with 60 seconds inter-trial spacing (List-C)
Nonsense syllables
Trail-1 Trail-2 PCT

HUS HUS  HUS  HUS 

FEJ FEJ  FEJ  FEJ 
VOP VOP  VOP  VOP 
TUF TUF × TUF  TUF 
BIJ BIJ × BIJ  BIJ 
NEV NEV × NEV  NEV 
Number of correct
reproductions 3 6 6

Percentage of
correct
reproductions 50% 100% 100%

In spaced learning with 60 seconds space the present subject took only two
trials to memorise the syllables to their full criterion.

Table 5: showing determination of the capacity of memorization of the subject

by spaced method of learning with 90 seconds inter-trial spacing (List-D)

Nonsense Syllables Trail-1 Trail-2 PCT

GOF GOF  GOF  GOF 

MAR MAR  MAR  MAR 
JED JED  JED  JED 
GAB GAB  GAB  GAB 
MEC MEC × MEC  MEC 
JUT JUT × JUT  JUT 
Correct number of
reproductions 4 6 6

Percentage of
correct number of
reproductions 66% 100% 100%
In the spaced learning with 90 seconds space the present subject again took only
two trails to memorise the syllables to their full criterion.

Table 6: showing comparison of massed and spaced method of learning on the

memorization capacity of the subject.

Number of Percentage
trails taken Percentage of correct of correct
Condition to achieve reproduction in each trail reproduction
complete Trail-1 Trail-2 Trail-3 in each trail
mastery PCT
Set-1 3 50% 66% 100% 83%
Massed Learning
Set-2
Spaced Learning 3 33% 50% 100% 100%
(with 30 sec gap)
Set-3
Spaced Learning 2 50% 100% - 100%
(with 60 sec gap)
Set-4
Spaced Learning 2 66% 100% - 100%
(with 90 sec gap)
Graphs:
Interpretation:
In this present experiment an attempt was made to determine the effect of
massed and spaced learning on the capacity of memorisation of the subject.

From the comparative chart, it is observed that, in Set-1, in massed learning

number of trails taken to achieve to complete mastery is 3, in Set-2 in spaced
learning (with 30 seconds space) it took 3 trails, in Set-3 in spaced learning
(with 60 seconds space) it took 2 trails, in Set-4 in space learning (with 90
seconds space) it took 2 trails.

In massed learning (Set-1), percentage of correct reproduction in each 3 trails

are- 50%, 66%, 100%, and 83% respectively.

In spaced learning (Set-2), percentage of correct reproduction in each 3 trails

are- 33%, 50%, 100%. respectively. In Set-3 the percentage of correct
reproduction in each 2 trails are- 50%, 100% respectively. In Set-4 the
percentage of correct reproduction in each 2 trails are- 66%, 100%, respectively.

From the percentage of correct reproductions in each condition, the difference

of the trails taken to achieve 100% mastery in evident and the percentage of
correct reproduction shows the progression in the amount of learning and
memorization is seen in respect to massed and spaced learning.
In the post-criterion test in all the conditions, the percentage of correct recall
and reproduction is different for the massed learning and spaced learning, for
massed learning (Set-1) is 83% and for spaced learning Set-2 (with 30 seconds
space) it is 100%, Set-3 (with 60 seconds space) it is 100% and for Set-4 (with
90 seconds space) it is 100%, respectively.

So, it may be said that, massed and spaced learning have different impacts on
learning and capacity of memorisation.

It may be said, that for the present subject, in the present experiment, the two
methods- massed and spaced learning has impacted the percentage of correct
reproduction in the PCT and also has impacted the number of trails required to
achieve 100% mastery and percentage of correct production in each trail.

It has been found that, in spaced learning with 30 seconds spacing it took total 3
trails to come to complete mastery and with 60 seconds spacing it took only 2
trails to come to complete mastery and there is rapid improvement in amount of
correct reproduction and with 90 seconds spacing it again took only 2 trails to
come to complete mastery but the rate of correct reproduction has increased.

Hence, for the present subject, in the present experiment it has been found that
the subject has done well during spaced learning with 90 seconds spacing
because 30 seconds and 60 seconds time period may have been too short for my
subject.

Experimental Evidence:

It has generally been found that spaced learning is more efficient than massed
learning. This was first demonstrated more than a century ago by Ebbinghaus
(1885), who found that spaced learning sessions produced higher retrieval
scores than massed learning sessions, when the total time spent learning was
kept constant for both learning conditions. Ebbinghaus used lists of nonsense
syllables as his test material, but the general superiority of spaced over massed
learning has been confirmed by many subsequent studies using various different
types of test material, such as learning lists of words (Dempster, 1987),
sentences (Rothkopf & Coke, 1963) and text passages (Reder & Anderson,
1982). Spaced learning has also generally proved to be better than massed
learning when learning motor skills, such as learning pursuit rotor skills
(Bourne & Archer, 1956) and learning keyboard skills (Baddeley & Longman,
1978).
Most early studies of spaced learning involved the use of uniformly spaced
learning sessions. However, Landauer and Bjork (1978) found that learning is
often more efficient if the time interval between retrieval sessions is steadily
increased for successive sessions. This strategy is known as "expanding
retrieval practice".

I chose the experiment because it is very close to mine’s not particularly the
exact but almost same. In case of my subject in the present experiment the
spaced learning was found beneficial for the subject than the massed learning
and here in the experiments conducted by various experimenters they found that
spaced learning is more beneficial for their subjects respectively. And according
to my subject the spaced learning was easier and it was easy to recall and more
relaxing.

Conclusion:
Hence, it can be concluded that in the present experiment, for the present
subject the spaced learning method has come out to be more effective than the
massed learning method.

BY- TADIPARTHI RITIKA.