Spacing effects in real‐world classroom vocabulary learning

Sobel, Hailey S.; Cepeda, Nicholas J.; Kapler, Irina V.

doi:10.1002/acp.1747

Cited by 184Memory Processes and InfluencesSecond Language Acquisition and LearningVisual and Cognitive Learning Processes

Spacing effects in real‐world classroom vocabulary learning

Sobel, Hailey S., Cepeda, Nicholas J., Kapler, Irina V.·2011·Applied Cognitive Psychology

DOI 10.1002/acp.1747

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Abstract

As a primary goal, educators often strive to maximize the amount of information pupils remember. In the lab, psychologists have found efficient memory strategies for retaining school‐related materials. One such strategy is the spacing effect, a memory advantage that occurs when learning is distributed across time instead of crammed into a single study session. Spaced learning is not often explicitly utilized in actual classrooms, perhaps due to a paucity of research in applied settings and with school‐aged children. The current study examined the spacing effect in real‐world fifth‐grade classrooms. We taught 39 children unfamiliar English words using both massed and spaced learning. Five weeks later, we tested vocabulary recall. One‐week spacing produced superior long‐term retention compared to massed learning. This finding demonstrates that the spacing effect can be generalized to vocabulary learning in applied settings and middle‐school‐aged children. Copyright © 2010 John Wiley & Sons, Ltd.

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Spaced learning is more effective than massed learning for facts, concepts and lists, skill and motor learning, classroom education including science and vocabulary learning, and generalization of conceptual knowledge in children.
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From The right time to learn: Mechanisms and optimization of spaced learning (2016) · cites this paper as [9]

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Sok, S., & Han, Z. (2020) · Vigo International Journal of Applied Linguistics · doi:10.35869/vial.v0i17.1467 · Cited by 18 · see citing works
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Terenyi, J., Anksorus, H. N., & Persky, A. M. (2017) · American Journal of Pharmaceutical Education · doi:10.5688/ajpe6179 · Cited by 18 · see citing works
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College student normative misperceptions of peer study habit use
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Kondratjew, H., & Kahrens, M. (2018) · Journal of Work-Applied Management · doi:10.1108/jwam-05-2018-0011 · Cited by 18 · see citing works
Do students space their course study? Those who do earn higher grades.
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Moving the Needle: Evidence of an Effective Study Strategy Intervention in a Community College Biology Course
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“In elementary-aged children studying vocabulary words (Sobel et al. , 2011) and in high school students studying French vocabulary (Bloom and Shuell, 1981), spacing of word pairs over days increased performance later in the week compared with studying during a single session.”
Distributed Learning in the Classroom: Effects of Rereading Schedules Depend on Time of Test
Greving, C. E., & Richter, T. (2019) · Frontiers in Psychology · doi:10.3389/fpsyg.2018.02517 · Cited by 15 · see citing works
Does a Distributed Practice Strategy for Multiple Choice Questions Help Novices Learn Programming?
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“[17] H. S. Sobel, N. J. Cepeda and I. V. Kapler, "Spacing effects in real-world classroom vocabulary learning," Applied Cognitive Psychology, vol. 25, pp. 763–767, 2011. https:// doi.org/10.1002/acp.1747 [18] R. B. G. W. Shimoni, "Addressing the Needs of Diverse Distributed Students.," International Review of Research…”
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Using Spacing to Promote Lasting Learning in Educational Contexts: Promises and Challenges
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The effects of spacing patterns on incidental L2 vocabulary learning through reading with electronic glosses
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The Effects of Distributed Learning on Enhanced Cognitive Interview Training
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“…in a lab (e.g., in a ‘simulated’ classroom; Kapler et al., 2015), used materials irrelevant to the class (e.g., primary school students studying vocabulary words from a postgraduate vocabulary reasoning exam; Sobel et al., 2011), or employed a combination of both (e.g., Suzuki & Dekeyser, 2017).”
Multisensory Input Modulates P200 and L2 Sentence Comprehension: A One-Week Consolidation Phase
Boustani, N., Pishghadam, R., & Shayesteh, S. (2021) · Frontiers in Psychology · doi:10.3389/fpsyg.2021.746813 · Cited by 12 · see citing works
“Given that Shayesteh (2019) verified the P200 potential in response to the main effect of the combination of senses with a short time interval (1 h) between receiving the input and performing on the comprehension task, we set out to do the experiment with 1-week interval (McDaniel et al., 1987; Dudukovic and Knowlton,…”
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– The IAFOR International Conference on Education – Hawaii 2022 Official Conference Proceedings
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Instruction and cognition
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When are difficulties desirable for children? First steps toward a developmental and individual differences account of the spacing effect.
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When to conduct a vocabulary quiz, before the review or after the review?
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Strong Effects on Weak Theoretical Grounds: Understanding the Distributed Practice Effect
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Enhancing Understanding of English Phrasal Verbs in First-Year ELT Students Through Cognitive-Linguistic MethodsPreprint
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Evaluation of a Practice System Supporting Distributed Practice for Novice Programming Students
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“Sobel et al. (2011) believe that the distributed effect occurs because of a memory advantage when people learn material on several occasions.”
Background
Going beyond the spacing effect: Does it matter how time on a task is distributed?
Murphy, D. H., Bjork, R. A., & Bjork, E. L. (2022) · Quarterly Journal of Experimental Psychology · doi:10.1177/17470218221113933 · Cited by 8 · see citing works
“In the classroom, the efficacy of spaced learning has been demonstrated extensively (Carpenter et al., 2012; Dempster, 1988; Kapler et al., 2015; Pashler et al., 2007; Sobel et al., 2011) such that students who space their studying demonstrate enhanced performance.”
Background
Recall and response time norms for English–Swahili word pairs and facts about Kenya
Bangert, A. S., & Heydarian, N. M. (2016) · Behavior Research Methods · doi:10.3758/s13428-015-0701-1 · Cited by 8 · see citing works
Rare Vocabulary Production in School-Age Narrators From Low-Income Communities
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Is Face-to-Face Scrambled Teaching Practice Supervision Effective Amidst Natural Disasters and Pandemics? The Teaching Practice Students’ Perspectives
Banda, L. O. L., Liu, J., Zhou, W., & Banda, J. T. (2024) · SAGE Open · doi:10.1177/21582440241241368 · Cited by 7 · see citing works
“Scholars call it the ‘‘distributed effect’’ as it advocates adequately distributing instruction across a time space (Dunlosky et al., 2013; Dunlosky & Rawson, 2015; Sobel et al., 2011).”
Using Cumulative Homework in Calculus Classes
Beagley, J. E., & Capaldi, M. (2019) · PRIMUS · doi:10.1080/10511970.2019.1588814 · Cited by 7 · see citing works
“[17] used fifth-grade classrooms to study the spacing effect in connection to vocab learning.”
Method
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Institutionalized Misinformation in US Education: Combatting the Overselling of Learning Styles and Underselling of Spaced Effort
Cleary, A. M., & Robinson, D. H. (2025) · Journal of Social Issues · doi:10.1111/josi.70005 · Cited by 7 · see citing works
What Spaced Learning is Effective for Long-Term L2 Vocabulary Retention?
Kanayama, K., & Kasahara, K. (2017) · ARELE: Annual Review of English Language Education in Japan · doi:10.20581/arele.28.0_113 · Cited by 6 · see citing works
A Phase 2 Exploratory Trial of a Vocabulary Intervention in High Poverty Elementary Education Settings
Cockerill, M., Thurston, A., Taylor, A., O’Keeffe, J., & Chiang, T. (2021) · Social Inclusion · doi:10.17645/si.v9i4.4553 · Cited by 6 · see citing works

Authors: Sobel, H. S., Cepeda, N. J., & Kapler, I. V.
Affiliations: McGill University (CA)
York University (CA)
Corresponding author: Cepeda, Nicholas J.
Venue: Applied Cognitive Psychology
Publisher: Wiley
Published: 2010-09-22
Volume: 25
Issue: 5
Pages: 763-767
ISSN: 0888-4080 (ISSN-L)
1099-0720
DOI: 10.1002/acp.1747
OpenAlex: W2069521020
Cited by: 183
References: 24
Citations by year: 2026: 5 · 2025: 7 · 2024: 12 · 2023: 8 · 2022: 20 · 2021: 15 · 2020: 17 · 2019: 22 · 2018: 7 · 2017: 14 · 2016: 14 · 2015: 13 · 2014: 19 · 2013: 6 · 2012: 4
FWCI: 2.13
Type: journal article
Language: en
Open access: closed
Licence: onlinelibrary.wiley.com/termsAndConditions#vor (vor)
Locations: Applied Cognitive Psychology (publishedVersion)
Topics: Life Sciences › Neuroscience › Cognitive Neuroscience › Memory Processes and Influences
Social Sciences › Psychology › Developmental and Educational Psychology › Second Language Acquisition and Learning
Social Sciences › Psychology › Experimental and Cognitive Psychology › Visual and Cognitive Learning Processes
Keywords: spacing effect, spaced learning, massed learning, vocabulary acquisition, long-term retention, memory strategies, fifth grade students, English vocabulary, classroom teaching, word recall

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Spacing effects in real‐world classroom vocabulary learning

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