There are contrasting opinions about the value of distributed learning. Several textbooks on general training issues promote it as an effective training strategy while many researchers who have focused specifically on this topic argue that distributed practice is no more effective than non-distributed practice. It is noteworthy that most who promote distributed learning base their opinion on belief rather than on experimental research while most who argue that it is of no value base their opinions on empirical data restricted primarily to the learning of simple motor skills. Additionally, much of the distributed learning research has employed the experimentally convenient manipulation of distributing learning trials whereas, from a practical perspective, the distribution of sessions would offer a more relevant experimental manipulation. In this paper, I explore the insights that can be gleaned from research that has focused on operationally relevant tasks and in which learning sessions have been distributed.
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