Shorter retention intervals predict higher quiz grades, and the spacing benefit holds even at short retention intervals¶

Claim · All claims
Evidence · 1 study · associational r2 · q2 · i0 negligible
Currency · newest study 2020 · checked against its sources 2026-10-26 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i0 There is a significant negative main effect of retention interval on quiz grades, and no significant spacing by retention interval interaction. → Paulo F. Carvalho 2020

Evidence¶

Paulo F. Carvalho 2020¶

Paulo F. Carvalho, Faria Sana and Veronica X. Yan. (2020). Self-regulated spacing in a massive open online course is related to better learning. npj Science of Learning 5:2. https://doi.org/10.1038/s41539-020-0061-1

q2 · i0 · associational · r2

From the same mixed regression on MOOC log data: "shorter retention intervals being associated with higher quiz grades, β = −0.07", while the spacing-by-retention-interval interaction was not significant (β = 0.02, p > 0.20).

"although there was also a significant main effect of retention interval with shorter retention intervals being associated with higher quiz grades, β = −0.07, SE = 0.01, t(6664.91) = −5.19, p < 0.001, there was not a significant spacing by retention interval effect, β = 0.02, SE = 0.01, t(6512) = 1.28, p > 0.20."

Discussion¶

Related Claims¶

• The spacing benefit holds even at very short retention intervals, contradicting the Peterson paradox — a narrower finding that bears on this claim
• Retention interval moderates the testing effect: effects are larger after a day or more than at shorter intervals, where individual studies vary from reliable to null or reversed — related
• Recall of words repeated across lists spaced up to 1 week follows a proportionality rule: recall is better after short spacing at short retention intervals but better after long spacing at long retention intervals — reports the opposite
• Spaced Practice Improves Retention — a broader claim this one bears on
• ISI effects on recall are nonmonotonic and depend jointly on retention interval — reports the opposite
• Expanding and uniform spaced practice better for long retention intervals; contracting better for short intervals — related
• In a self-regulated MOOC, spacing study across more sessions predicts higher unit quiz performance within participants — related
• Students who spaced their study more also performed better on the MOOC final exam — related
• Age, curriculum type and retention interval predict basic science knowledge retention — related