. The psychology of learning; an advance text in educational psychology . es twice a day for six days, 20minutes once a day for six days, 40 minutes every otherday for six days, and 120 minutes at one sitting. Five-minute records were kept. The results are shown inFig. 10. The ten and twenty-minute practices werebest. There was little difference between ten andtwenty minute practices. The average speed of theten-minute practices was best, but the final speed ofthe twenty-minute practices was best. Forty-minutepractices are not so good as ten and twenty, and onehundred and twenty minutes at a s
. The psychology of learning; an advance text in educational psychology . es twice a day for six days, 20minutes once a day for six days, 40 minutes every otherday for six days, and 120 minutes at one sitting. Five-minute records were kept. The results are shown inFig. 10. The ten and twenty-minute practices werebest. There was little difference between ten andtwenty minute practices. The average speed of theten-minute practices was best, but the final speed ofthe twenty-minute practices was best. Forty-minutepractices are not so good as ten and twenty, and onehundred and twenty minutes at a sitting gave the ECONOMICAL LEARNING 39 poorest results. The experiment is inconclusive, how-ever, because Starch did not measure the learning capa-city of his different groups, and part of the differenceshown by the curves of Starchs four groups is doubt-less due to differences in the learning capacity of thedifferent groups. For the first tv/o five-minute records,the ten-minute and forty-minute groups are better, in-dicating better learning capacity. The twenty-minute. FiorRE 10, From Starch, showing the effects of practice period ofdifferent lengths. group makes a lower record, showing smaller learningcapacity. In spite of this fact, the twenty-minute groupmakes the best record for the last five or six forty-minute group starts high. Forty minutes isevidently too long a peiiod for best results. The factthat the 120-minute group is lower for the first twofive-minute periods shows the group to be the poorestleamei^, but the very poor scores made in the latterhalf of the experiment are doubtless chiefly due to 40 THE PSYCHOLOGY OF LEARNING method. The legitimate inferences from Starchs ex-periments are: a twenty-minute practice period is best,a ten-minute period is nearly as good, forty-minuteperiod not so good, and a hundred-and-twenty-minuteperiod is poorest of all. Starch did not use a thirty-minute period, which, in the authors experiments, hasproven better than
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