Construct · 2 names · 2 citations
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In memory research the spacing effect names the robust finding that learning episodes separated in time produce better long-term retention than the same number of episodes massed together. Dempster's 1988 The spacing effect treated it as one of psychology's most dependable results and lamented how little it had reached practice. The referent is the retention advantage of spaced over massed repetition, measured by delayed recall as a function of the gap between repetitions, and it is the identical construct that applied and educational writers relabel as distributed practice or spaced repetition.[1]
In instructional and applied psychology the same phenomenon is usually called distributed practice (or spaced practice), contrasted with massed practice or cramming, and it underwrites spaced-repetition study schedules. Cepeda and colleagues' 2006 Distributed practice in verbal recall tasks synthesised decades of studies and quantified how the optimal gap between sessions scales with how long learning must last. It is the same latent construct the basic literature calls the spacing effect, just named for the practice schedule rather than the phenomenon, and measured by retention as a function of inter-session spacing, a jangle of labels, not two different effects.[2]
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