Spacing effects in learning: a temporal ridgeline of optimal retention.

  title={Spacing effects in learning: a temporal ridgeline of optimal retention.},
  author={Nicholas J. Cepeda and Edward Vul and Doug Rohrer and John T. Wixted and Harold Pashler},
  journal={Psychological science},
  volume={19 11},
To achieve enduring retention, people must usually study information on multiple occasions. How does the timing of study events affect retention? Prior research has examined this issue only in a spotty fashion, usually with very short time intervals. In a study aimed at characterizing spacing effects over significant durations, more than 1,350 individuals were taught a set of facts and--after a gap of up to 3.5 months--given a review. A final test was administered at a further delay of up to 1… CONTINUE READING
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