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Conditions of massed and distributed practice were studied using a within-subjects design in a situation involving computerized spelling. drills. In the distributed condition, two sets of three words each were presented once every other day over a period of six days. The learning trials on six other sets of words were massed so that all of the trials for that set occurred on the same day. Subjects were 29 fifth graders. The probability of a correct response for words in the massed condition was higher than that for the distributed condition during the learning sessions, but on retention tests (given 10 and 20 days later) the words learned under distributed practice ~ere better remembered. A mathematical model of the learning process is presented and shown to provide a fairly adequate account of the experimental data. Massed vs. Distrib~tedPractice in Computerized Spelling Drills l 2 Elizabeth Jane Fishman, Leo Keller, and Richard C. Atkinson Stanford University