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Benjamin, A. S. & Tullis, J. (2010). What makes distributed practice effective? Cognitive Psychology, 61(3), 228-247.
Carpenter, S. K. (2012). Using spacing to enhance diverse forms of learning. Educational Psychology Review, 369-378.
Hillary, F. G., Schultheis, M. T., Challis, B. H., Millis, S. R., Carnevale, G. J., Galshi, T., & DeLuca, J. (2003). Spacing of repetitions improves learning and memory after moderate and severe TBI. Journal of Clinical and Experimental Neuropsychology, 25(1), 49-58.
Ibrahim, R., Boerhannoeddin, A., & Bakare, K. K. (2017). The effect of soft skills and training methodology on employee performance. European Journal of Training and Development, 41(4), 388-406.
Jackson, C. E., Maruff, P. T., & Snyder, P. J. (2013). Massed versus spaced visuospatial memory in cognitively healthy young and older adults. Alzheimer's & Dementia, 9(1), S32-S38.
Johanson, C., Gutwin, C., Bowey, J. T., & Mandryk, R. L. (2019). Press pause when you play: Comparing spaced practice intervals for skill development in games. CHI PLAY 2019 - Proceedings of the Annual Symposium on Computer-Human Interaction in Play, 169-184.
Kapler, I. V., Weston, T., & Wiseheart, M. (2015). Spacing in a simulated undergraduate classroom: Long-term benefits for factual and higher-level learning. Learning and Instruction, 36, 38-45.
Karpicke, J. D., & Bauernschmidt, A. (2011). Spaced retrieval: Absolute spacing enhances learning regardless of relative spacing. Journal of Experimental Psychology: Learning Memory and Cognition, 37(5), 1250-1257.
Kelley, P., & Whatson, T. (2013). Making long-term memories in minutes: A spaced learning pattern from memory research in education. Frontiers in Human Neuroscience, 7(SEP), 1-9.
Kellogg, R. T., & Raulerson, B. A. (2007). Improving the writing skills of college students. Psychonomic Bulletin and Review, 14(2), 237-242.
Logan, J. M., Castel, A. D., Haber, S., & Viehman, E. J. (2012). Metacognition and the spacing effect: The role of repetition, feedback, and instruction on judgments of learning for massed and spaced rehearsal. Metacognition and Learning, 7(3), 175-195.
Mulligan, N. W., & Peterson, D. J. (2014). The spacing effect and metacognitive control. Journal of Experimental Psychology: Learning Memory and Cognition, 40(1), 306-311.
Tye-Murray, N., Spehar, B., Barcroft, J., & Sommers, M. (2017). Auditory training for adults who have hearing loss: A comparison of spaced versus massed practice schedules. Journal of Speech, Language, and Hearing Research, 60(8), 2337-2345.