References: Spaced Practice

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References

Bloom, K. C., & Shuell, T. J. (1981). Effects of massed and distributed practice on the learning and retention of second-language vocabulary. The Journal of Educational Research, 74(4), 245-248.

Bjork, E. L., & Bjork, R. A. (2011). Making things hard on yourself, but in a good way: creating desirable difficulties to enhance learning. Psychology and the real world: Essays illustrating fundamental contributions to society, 56–64.

Brown, P. C., Roediger, H. L., & McDaniel, M. A. (2014). Make it stick. Harvard University Press.

Carpenter, S. K. (2020). Distributed practice or spacing effect. In Oxford research encyclopedia of education.

Carpenter, S. K., Cepeda, N. J., Rohrer, D., Kang, S. H., & Pashler, H. (2012). Using spacing to enhance diverse forms of learning: Review of recent research and implications for instruction. Educational Psychology Review, 24, 369-378.

Carvalho, P. F., Sana, F., & Yan, V. X. (2020). Self-regulated spacing in a massive open online course is related to better learning. npj Science of Learning, 5(1), 2.

Cepeda, N. J., Pashler, H., Vul, E., Wixted, J. T., & Rohrer, D. (2006). Distributed practice in verbal recall tasks: A review and quantitative synthesis. Psychological Bulletin, 132(3), 354.

Chen, O., Paas, F., & Sweller, J. (2021). Spacing and interleaving effects require distinct theoretical bases: A systematic review testing the cognitive load and discriminative-contrast hypotheses. Educational Psychology Review, 33, 1499-1522.

Feng, K., Zhao, X., Liu, J., Cai, Y., Ye, Z., Chen, C., & Xue, G. (2019). Spaced learning enhances episodic memory by increasing neural pattern similarity across repetitions. Journal of Neuroscience, 39(27), 5351-5360.

Foot‐Seymour, V., Foot, J., & Wiseheart, M. (2019). Judging credibility: Can spaced lessons help students think more critically online?. Applied Cognitive Psychology, 33(6), 1032-1043.

Gurung, R. A., & Burns, K. (2019). Putting evidence-based claims to the test: A multi-site classroom study of retrieval practice and spaced practice. Applied Cognitive Psychology, 33(5), 732-743.

Huang, S., Deshpande, A., Yeo, S. C., Lo, J. C., Chee, M. W., & Gooley, J. J. (2016). Sleep restriction impairs vocabulary learning when adolescents cram for exams: the need for sleep study. Sleep, 39(9), 1681-1690.

Hughes, C. A., & Lee, J. Y. (2019). Effective approaches for scheduling and formatting practice: Distributed, cumulative, and interleaved practice. Teaching Exceptional Children, 51(6), 411-423.

Kang, S. H. (2016). Spaced repetition promotes efficient and effective learning: Policy implications for instruction. Policy Insights from the Behavioral and Brain Sciences, 3(1), 12-19.

Kornmeier, J., Sosic-Vasic, Z., & Joos, E. (2022). Spacing learning units affects both learning and forgetting. Trends in Neuroscience and Education, 26, 100173.

Koval, N. G. (2019). Testing the deficient processing account of the spacing effect in second language vocabulary learning: Evidence from eye tracking. Applied Psycholinguistics, 40(5), 1103-1139.

Latimier, A., Peyre, H., & Ramus, F. (2021). A meta-analytic review of the benefit of spacing out retrieval practice episodes on retention. Educational Psychology Review, 33, 959-987.

Mazza, S., Gerbier, E., Gustin, M. P., Kasikci, Z., Koenig, O., Toppino, T. C., & Magnin, M. (2016). Relearn faster and retain longer: Along with practice, sleep makes perfect. Psychological Science, 27(10), 1321-1330.

McDaniel, M. A., Fadler, C. L., & Pashler, H. (2013). Effects of spaced versus massed training in function learning. Journal of Experimental Psychology: Learning, Memory, and Cognition, 39(5), 1417.

Metcalfe, J. (2023). The region of proximal learning and curiosity. In Their Own Words: What Scholars and Teachers Want You to Know about Why and How to Apply the Science of Learning in Your Academic Setting. Edited by Catherine E. Overson, Christopher M. Hakala, Lauren L. Kordonowy and Victor A. Benassi. Society for the Teaching of Psychology, 171-84.

Miles, S. W. (2014). Spaced vs. massed distribution instruction for L2 grammar learning. System, 42, 412-428.

Nakata, T., & Elgort, I. (2021). Effects of spacing on contextual vocabulary learning: Spacing facilitates the acquisition of explicit, but not tacit, vocabulary knowledge. Second Language Research, 37(2), 233-260.

Roediger, H. L. (2013). Applying cognitive psychology to education translational educational science. Psychological Science in the Public Interest, 14, 1–3.

Schutte, G. M., Duhon, G. J., Solomon, B. G., Poncy, B. C., Moore, K., & Story, B. (2015). A comparative analysis of massed vs. distributed practice on basic math fact fluency growth rates. Journal of School Psychology, 53(2), 149-159.

Smolen, P., Zhang, Y., & Byrne, J. H. (2016). The right time to learn: mechanisms and optimization of spaced learning. Nature Reviews Neuroscience, 17(2), 77-88.

Tabibian, B., Upadhyay, U., De, A., Zarezade, A., Schölkopf, B., & Gomez-Rodriguez, M. (2019). Enhancing human learning via spaced repetition optimization. Proceedings of the National Academy of Sciences, 116(10), 3988-3993.

Toppino, T. C., & Pagano, M. J. (2021). Metacognitive control over the distribution of retrieval practice with and without feedback and the efficacy of learners' spacing choices. Memory & Cognition, 49, 467-479.

Tsalas, N., Paulus, M., & Sodian, B. (2015). Developmental changes and the effect of self-generated feedback in metacognitive controlled spacing strategies in 7-year-olds, 10-year-olds, and adults. Journal of Experimental Child Psychology, 132, 140-154.

Tucker, M. A., Humiston, G. B., Summer, T., & Wamsley, E. (2020). Comparing the effects of sleep and rest on memory consolidation. Nature and Science of Sleep, 79-91.

Vlach, H. A., Bredemann, C. A., & Kraft, C. (2019). To mass or space? Young children do not possess adults' incorrect biases about spaced learning. Journal of Experimental Child Psychology, 183, 115-133.

Weinstein, Y., Madan, C.R. & Sumeracki, M.A. Teaching the science of learning. Cognitive Research 3, 2 (2018).