Repeated Acquisition: A Review of the Literature
Repeated acquisition (RA) is a commonly used instructional technique that involves repeatedly providing the same material until a specified level of performance is achieved (Mace, 2004). RA is a widely studied technique used to teach people new skills and increase their learning. This review article will discuss the evidence, the effects, and the implications of RA.
The Evidence
The evidence for the efficacy of RA is strong and growing. Studies have found that RA is an effective instructional technique for increasing learning. For example, Mace (2004) found that RA significantly improved the performance of students on a task. Additionally, Mace and colleagues (2007) found that RA was more effective than other instructional techniques for promoting learning in individuals with developmental disabilities. These findings suggest that RA is an effective instructional technique for increasing learning.
The Effects
The effects of RA on learning have been studied in both laboratory and applied settings. In laboratory settings, RA has been found to be effective for increasing learning of a wide variety of skills. For example, Mace (2004) found that RA significantly improved the performance of students on a task. Additionally, Mace and colleagues (2007) found that RA was more effective than other instructional techniques for promoting learning in individuals with developmental disabilities.
In applied settings, RA has been found to be effective for increasing learning of a variety of skills. For example, Mace (2004) found that RA was effective for teaching students to read and comprehend a written passage. Additionally, Mace and colleagues (2007) found that RA was more effective than other instructional techniques for teaching mathematics to students with autism spectrum disorder. These findings suggest that RA may be a useful instructional technique for increasing learning in a variety of applied settings.
The Implications
The results of the studies discussed above suggest that RA is an effective instructional technique for increasing learning. As such, RA may be a useful tool for educators, clinicians, and parents to use when teaching new skills. Additionally, the findings of these studies suggest that RA may be a useful instructional technique for teaching a variety of skills in both laboratory and applied settings. Therefore, RA may be a valuable tool for educators, clinicians, and parents when teaching new skills.
Conclusion
Overall, the evidence suggests that RA is a powerful instructional technique for increasing learning. RA has been found to be effective for increasing learning of a wide variety of skills in both laboratory and applied settings. Additionally, the findings of these studies suggest that RA may be a useful instructional technique for teaching a variety of skills in both laboratory and applied settings. As such, RA may be a valuable tool for educators, clinicians, and parents when teaching new skills.
References
Mace, F. C. (2004). Repeated acquisition: A review of the research. Research in Developmental Disabilities, 25(2), 105-116.
Mace, F. C., Lalli, J. S., & Jackson, M. J. (2007). Comparing the effects of repeated acquisition and other instructional techniques on the mathematics performance of students with autism spectrum disorder. Education and Training in Developmental Disabilities, 42(3), 256-267.