Distributed Learning in the Classroom: Effects of Rereading Schedules Depend on Time of Test.

Perceived Reading Difficulty The effect of learning condition on perceived reading difficulty was not significant (Figure 5A ); it failed to reach significance by a narrow margin, β = 0.11, SE = 0.07, t (169) = 1.65, p = 0.051, one-tailed, Δ R 2 = 0.02.

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However, the descriptive difference between the conditions regarding the perceived difficulty showed a trend in the predicted direction but missed statistical significance.

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