Abstract
A major decision that must be made during study pertains to the distribution, or the scheduling, of study. In this paper, we review the literature on the benefits of spacing, or spreading one's study sessions relatively far apart in time, as compared to massing, where study is crammed into one long session without breaks. The results from laboratory research provide strong evidence for this pervasive “spacing effect,” especially for long-term retention. The metacognitive literature on spacing, however, suggests that massing is the preferred strategy, particularly in young children. Reasons for why this is so are discussed as well as a few recommendations regarding how spacing strategies might be encouraged in real-world learning. While further research and applicability questions remain, the two fields—education and cognitive science—have made huge progress in recent years, resulting in promising new learning developments.
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Notes
The figure also shows the probability correct on the test conditional on each choice. This probability correct is the number given above each bar. Adults chose to re-study—either massed or spaced—those items in which they were not completely confident. Note, also, that the items given the highest judgments that participants chose not to re-study were poorly remembered (0.14 correct). Thus, there is room for improvement even in adults. Even though they declined to study only on very high judgments, nevertheless, they, too, appeared to have opted out of study prematurely.
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A large portion of this research was supported by CASL Grant R305H060161 from the Institute of Educational Sciences, Department of Education. The authors are entirely responsible for the results and their interpretation presented herein.
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Son, L.K., Simon, D.A. Distributed Learning: Data, Metacognition, and Educational Implications. Educ Psychol Rev 24, 379–399 (2012). https://doi.org/10.1007/s10648-012-9206-y
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DOI: https://doi.org/10.1007/s10648-012-9206-y