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Papers on “spaced repetition distributed practice long-term retention”

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1. Optimizing Distributed Practice

   Nicholas J. Cepeda, Noriko Coburn, Doug Rohrer, et al. · 2009 · Experimental Psychology (formerly Zeitschrift für Experimentelle Psychologie) · 294 cites

   More than a century of research shows that increasing the gap between study episodes using the same material can enhance retention, yet little is known about how this so-called distributed practice effect unfolds over nontrivial periods. In two three-session laboratory studies, we examined the effects of gap on retention of foreign vocabulary, facts, and names of visual objects, with test delays up to 6 months. An optimal gap improved final recall by up to 150%. Both studies demonstrated nonmonotonic gap effects: Increases in gap caused test accuracy to initially sharply increase and then gradually decline. These results provide new constraints on theories of spacing and confirm the importan

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2. A Trainable Spaced Repetition Model for Language Learning

   Burr Settles, Brendan Meeder · 2016 · Annual Meeting of the Association for Computational Linguistics (ACL) · 217 cites

   We present half-life regression (HLR), a novel model for spaced repetition practice with applications to second language acquisition.HLR combines psycholinguistic theory with modern machine learning techniques, indirectly estimating the "halflife" of a word or concept in a student's long-term memory.We use data from Duolingo -a popular online language learning application -to fit HLR models, reducing error by 45%+ compared to several baselines at predicting student recall rates.HLR model weights also shed light on which linguistic concepts are systematically challenging for second language learners.Finally, HLR was able to improve Duolingo daily student engagement by 12% in an operational us

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3. Expanding retrieval practice promotes short-term retention, but equally spaced retrieval enhances long-term retention.

   Jeffrey D. Karpicke, Henry L. Roediger · 2007 · Journal of Experimental Psychology: Learning, Memory, and Cognition · 195 cites

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4. Spaced Retrieval Practice Increases College Students’ Short- and Long-Term Retention of Mathematics Knowledge

   Robin F. Hopkins, Keith B. Lyle, Jeff L. Hieb, et al. · 2016 · Educational Psychology Review · 109 cites

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5. The effect of overlearning on long‐term retention

   Doug Rohrer, Kelli Taylor, Harold Pashler, et al. · 2004 · Applied Cognitive Psychology · 99 cites

   Abstract Once material has been learned to a criterion of one perfect trial, further study within the same session constitutes overlearning. Although overlearning is a popular learning strategy, its effect on long‐term retention is unclear. In two experiments presented here, 218 college students learned geography facts (Experiment 1) or word definitions (Experiment 2). The degree of learning was manipulated and measured via multiple test‐with‐feedback trials, and participants returned for a final cued recall test between 1 and 9 weeks later. The overlearners recalled far more than the low learners at the 1‐week test, but this difference decreased dramatically thereafter. These data suggest t

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6. Spaced training facilitates long-term retention of place navigation in adult but not in adolescent rats

   M Spreng · 2002 · Behavioural Brain Research · 54 cites

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7. Planning Education for Long-Term Retention: The Cognitive Science and Implementation of Retrieval Practice

   Douglas P. Larsen · 2018 · Seminars in Neurology · 52 cites

   Educational systems are rarely designed for long-term retention of information. Strong evidence has emerged from cognitive psychology and applied education studies that repeated retrieval of information significantly improves retention compared to repeated studying. This effect likely emerges from the processes of memory consolidation and reconsolidation. Consolidation and reconsolidation are the means by which memories are organized into associational networks or schemas that are created and recreated as memories are formed and recalled. As educators implement retrieval practice, they should consider how various test formats lead to different degrees of schema activation. Repeated acts of r

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8. Facilitation in short- and long-term retention of paired associates following distributed practice in learning

   G. Keppel · 1964 · Journal of Verbal Learning and Verbal Behavior · 51 cites

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