Spacing as the friend of both memory and induction in young and older adults.

@article{Kornell2010SpacingAT,
  title={Spacing as the friend of both memory and induction in young and older adults.},
  author={Nate Kornell and Alan D. Castel and Teal S Eich and Robert A. Bjork},
  journal={Psychology and aging},
  year={2010},
  volume={25 2},
  pages={
          498-503
        },
  url={https://api.semanticscholar.org/CorpusID:8796521}
}
It is surprised to find that spacing facilitated both inductive and repetition learning by both young and older adults, even though the participants rated massing superior to spacing for inductive learning.
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Commentary: Spacing as the friend of both memory and induction in young and older adults

Results show that inductive learning was better following a spaced presentation rather than a massed presentation and that this finding was independent of age, and the importance of emotion—cognition interactions in various domains is highlighted.

The spacing effect in older and younger adults: does context matter?

Age-related memory change has been a topic of much investigation in recent years, including spacing benefits and reliance on contextual cues, but context change eliminated the spacing benefit for both age groups.

Spacing and Induction: Application to Exemplars Presented as Auditory and Visual Text.

Is spacing really the “friend of induction”?

The present replication attempt revealed a medium-sized advantage of spacing over massing in inductive learning, which was comparable to the original effect in the experiment by Kornell and Bjork (2008), and the 95% confidence intervals of the effect sizes from both experiments overlapped considerably.

Spacing enhances the learning of natural concepts: an investigation of mechanisms, metacognition, and aging

It is revealed that spacing enhanced learning beyond massed study and metacognitive measures revealed sensitivity to the processing advantage of spaced study and to differences in classification difficulty across categories.

To mass or space? Young children do not possess adults' incorrect biases about spaced learning.

The Spacing Effect in Children's Generalization of Knowledge: Allowing Children Time to Forget Promotes Their Ability to Learn

Distributing learning events in time promotes memory to a greater degree than massing learning together in immediate succession, a phenomenon known as the spacing effect. In this article, I review…

Diminished but not forgotten: effects of aging on magnitude of spacing effect benefits.

It is suggested that spacing benefited the long-term memory of older adults, however the effect was diminished and qualitatively different from that of younger adults.

Distributing learning over time: the spacing effect in children's acquisition and generalization of science concepts.

Early elementary school children were presented with science lessons on 1 of 3 schedules: massed, clumped, and spaced, and results revealed that spacing lessons out in time resulted in higher generalization performance for both simple and complex concepts.

Distributing Learning over Time: the Spacing Effect in Children's Acquisition and Generalization of Science Concepts the Spacing Effect

Do not cite or share without the authors' and publisher's permission. The spacing effect describes the robust finding that long-term learning is promoted when learning events are spaced out in time,…
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36 References

The spacing effect in children’s memory and category induction

Expanded vs. Equal Interval Spaced Retrieval Practice: Exploring Different Schedules of Spacing and Retention Interval in Younger and Older Adults

Although there were no robust advantages for expanded retrieval compared to equal interval practice, there could be certain advantages to using expanded retrieval depending on the ultimate goals of an individual memory training program.

Does expanded retrieval produce benefits over equal-interval spacing? Explorations of spacing effects in healthy aging and early stage Alzheimer's disease.

Three experiments explored different schedules of retrieval practice in young adults, older adults, and individuals with dementia of the Alzheimer type, finding no evidence of a difference between expanded and equal-interval conditions in final cued recall.

Age-related differences in the impact of spacing, lag, and retention interval.

Compared with younger adults, older adults are suggested to encode less contextual information at a given point in time and have a slower rate of contextual fluctuation across time.

Examining the Spacing Effect in Advertising: Encoding Variability, Retrieval Processes, and Their Interaction

Recall of print material benefits from spacing repetitions of that material, an effect often attributed to varied encodings induced by changes in contextual cues. We examined an alternative…

Learning Concepts and Categories: Is Spacing the “Enemy of Induction”?

Inductive learning—that is, learning a new concept or category by observing exemplars—happens constantly, for example, when a baby learns a new word or a doctor classifies x-rays. What influence does…

Older Adults Encode—But Do Not Always Use—Perceptual Details

The results suggest that the older adults encoded details but used them less effectively than the younger adults in the recognition context requiring their deliberate, controlled use.

Memory for grocery prices in younger and older adults: the role of schematic support.

The results suggest that when older adults can rely on prior knowledge and schematic support, and tasks involve naturalistic materials, memory for associative information can be as good as that of younger adults.

The spacing effect: Consolidation or differential encoding?

Component-levels theory of the effects of spacing of repetitions on recall and recognition

A theory of spacing effects is described that uses the same principles to account for both facilitatory and inhibitory effects of spacing in a number of memory paradigms.