Abstract
Given the prevalence of teams in many work environments, it is important to determine the practice schedules that optimize their learning. Thus, the effect of practice schedule on team learning was investigated. Teams practiced under either a massed or distributed practice schedule and were tested under a short-term or longer-term retention interval. These results support the distribution of practice effect for team learning; however, the results suggest that the known benefits for longer-term retention that distributed practice has on individual learning may not apply to learning by 2-person teams under the present conditions.
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