Distributed (spaced) learning is reported to work best compared with massed study in one long session¶

Claim · All claims
Evidence · 1 study · theoretical r3 · q3
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Learning works best when it is distributed over time rather than crammed into one long session; some specifics of optimal spacing, especially at longer retention intervals, remain an area of active research. → T. P. Reber and N. Rothen 2018

Evidence¶

T. P. Reber and N. Rothen 2018¶

T. P. Reber and N. Rothen (2018). Educational App-Development needs to be informed by the Cognitive Neurosciences of Learning & Memory. npj Science of Learning. https://doi.org/10.1038/s41539-018-0039-4

q3 · i? · theoretical · r3

The comment states this as an established laboratory principle, citing Carpenter et al.'s review of spacing research, while noting that optimal spacing at longer retention intervals remains under active research.

"A second principle holds that learning works best when it is distributed over time, rather than crammed all up into one long session. Some of the specifics of how to optimally space learning episodes over time, especially also at longer retention intervals, have already been identified but the topic still remains an area of active research."

Discussion¶

Learner Variables¶

• Long-Term Memory — outcome: instruction changes it

Related Claims¶

• Spaced Practice Improves Retention — a narrower finding that bears on this claim
• Spacing out retrieval practice produces better long-term retention than massing it — related
• Learners Misjudge Spacing Benefits — related
• Spaced Retrieval Improves Retention — related
• Spaced retrieval practice produces better final retention than massed retrieval even though spacing lowers initial retrieval success, and more absolute spacing enhances long-term retention — related
• Performance on final tests of learning is improved when multiple study sessions are spaced apart in time rather than massed in immediate succession — possibly the same claim (merge candidate)
• Distributed practice outperforms massed practice for long-term learning, with a possible foreign-language exception — possibly the same claim (merge candidate)
• Relearning-to-criterion designs confound distribution of practice with amount of second-session practice — related
• An intervention study of Learning How to Learn reported improved study behaviors and higher second-semester proficiency scores — a narrower finding that bears on this claim