Spacing Effect
The "spacing effect" refers to the psychology research finding that information which is presented and repeated over spaced intervals is learned and retained more effectively, in comparison to traditional bolus ("binge-and-purge") methods of education.
Since its discovery in the late 19th century by the German psychologist Hermann Ebbinghaus, the spacing effect has been extensively studied. Even though this research has repeatedly demonstrated the spacing effect’s potent ability to improve learning retention, these findings have only had limited translation into formal educational practice. Recently, the spacing effect was found to have a distinct neurophysiological basis: Sisti et al (2007) showed that spaced learning in rats improved neuronal longevity in the hippocampus (a region of the brain which is important for long-term memory).
Selected References on the Spacing Effect
1. Ebbinghaus H. Memory: A Contribution to Experimental Psychology. New York: Dover Publications, Inc.; 1964 (Original German text published 1885).
2. Sisti HM, Glass AL, Shors TJ. Neurogenesis and the spacing effect: Learning over time enhances memory and the survival of new neurons. Learn Mem 2007;14(5):368-75.
3. Pashler H, Rohrer D, Cepeda NJ, Carpenter SK. Enhancing learning and retarding forgetting: choices and consequences. Psychonomic bulletin & review 2007;14(2):187-93.
4. Cepeda NJ, Vul E, Rohrer D, Wixted JT, Pashler H. Spacing effects in learning: a temporal ridgeline of optimal retention. Psychol Sci 2008;19(11):1095-102.
5. Moulton CA, Dubrowski A, Macrae H, Graham B, Grober E, Reznick R. Teaching surgical skills: what kind of practice makes perfect?: a randomized, controlled trial. Ann Surg 2006;244(3):400-9.
6. Toppino TC, Kasserman JE, Mracek WA. The effect of spacing repetitions on the recognition memory of young children and adults. J Exp Child Psychol 1991;51(1):123-38.
7. Hillary FG, Schultheis MT, Challis BH, et al. Spacing of repetitions improves learning and memory after moderate and severe TBI. J Clin Exp Neuropsychol 2003;25(1):49-58.
8. Menzel R, Manz G, Greggers U. Massed and spaced learning in honeybees: the role of CS, US, the intertrial interval, and the test interval. Learn Mem 2001;8(4):198-208.
9. Pavlik PI, Anderson JR. Using a model to compute the optimal schedule of practice. J Exp Psychol Appl 2008;14(2):101-17.
10. Glenberg AM, Lehmann TS. Spacing repetitions over 1 week. Memory & Cognition 1980;8(6):528-38.
11. Landauer TK, Bjork RA. Optimum rehearsal patterns and name learning. In: Gruneberg MM, Morris, P.E., and Sykes, R.N., ed. Practical Aspects of Memory. New York: Academic Press; 1978:625-32.
