PSYCHOLOGICAL SCIENCE Research Article Spacing Effects in Learning A Temporal Ridgeline of Optimal Retention

Citations in the corpus

• Structural Synaptic Plasticity Has High Memory Capacity and Can Explain Graded Amnesia, Catastrophic Forgetting, and the Spacing Effect (2014, background): “While previous models based on delayed synaptic consolidation induced by molecular signaling cascades [52,141] may account for short-term spacing effects on the time-scale of minutes, structural plasticity can also explain long-term spacing effects on the time scale of months to years [110,111].”
• Interleaving Helps Students Distinguish among Similar Concepts (2012, background): “For instance, more than a century of research has shown that spacing is an extremely effective learning strategy, yet massing remains more popular in the classroom despite numerous appeals (e.g., Bjork 1979; Cepeda et al. 2008; Dempster 1989; Halpern 2008; Rohrer and Pashler 2007; 2010; Schwartz et ”
• Sequential Mastery of Multiple Visual Tasks: Networks Naturally Learn to Learn and Forget to Forget (2019, background): “Inspired by results from the human learning literature [33, 34], we hypothesized that the forgetting rate would decrease with additional training.”
• When Is Practice Testing Most Effective for Improving the Durability and Efficiency of Student Learning? (2012, background): “…shorter intervals between practice tests holds for the timing of repeated tests within a session (e.g., Cull et al. 1996; Karpicke and Roediger 2007; Pashler et al. 2003; Pyc and Rawson 2009) as well as for the time intervals between learning sessions (e.g., Bahrick 1979; Cepeda et al. 2008).”
• Spaced Repetition Promotes Efficient and Effective Learning (2016, background): “A large experiment examined 10 different lags (the spacing gap between initial learning and retrieval practice review ranged from 0 to 105 days) and four different retention intervals (the final test was administered either 7, 35, 70, or 350 days after the review session; Cepeda et al., 2008).”
• The effects of interleaved practice (2010, unknown): “example, Bahrick, H. P., Bahrick, L. E., Bahrick, A. S., & Bahrick, P. E., 1993; Bloom & Shuell, 1981; Cepeda, Vul, Rohrer,Wixted, & Pashler, 2008; Cook, 1934; Kornell & Bjork, 2008; Lee & Genovese, 1988; Mumford et al., 1994; Pyc & Rawson, 2007; Rea & Modigliani, 1985; Rohrer & Taylor, 2006; Seab”