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- Vol 1 RE: Chapter 8
spacing effectinterstudy intervalretention intervaloptimal retentiondelayed reviewretrieval schedulingknowledge accessibilityforgetting adjustmentJournal article Evidence summaryAt a glance
Cepeda and colleagues investigate how the interval between two learning sessions should relate to the desired duration of retention.
Key ideas
More than 1,350 participants learned facts, reviewed them after gaps ranging up to several months, and completed a final test after delays extending to one year. For each final-test delay, performance first improved and then declined as the interstudy gap increased, producing a ridge of optimal combinations rather than one universally best schedule. Longer desired retention called for a longer gap, although the optimal gap remained only a fraction of the test delay. The study demonstrates that recommendations such as “space practice” require a time horizon.
Why it matters
For educators and learners, the findings support planning reviews backward from when knowledge must remain accessible, avoiding immediate repetition, and using retrieval success and forgetting to adjust schedules rather than applying a single interval to every goal.
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Edition abbreviations
- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
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