The DOI matches its Crossref record; 17 of the 17 references it cites were found in a registry or an index.
Interleaving Helps Students Distinguish among Similar Concepts
Overview
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
The self-check needs the paper’s full text.
Citations
Cites
Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, D. T. (2013) · Psychological Science in the Public Interest · doi:10.1177/1529100612453266 · Cited by 3,138
Spacing Effects in Learning: A Temporal Ridgeline of Optimal Retention
Cepeda, N. J., Vul, E., Rohrer, D., Wixted, J. T., & Pashler, H. (2008) · Psychological Science · doi:10.1111/j.1467-9280.2008.02209.x · Cited by 631
Self-citationLearning Concepts and Categories: Is Spacing the “Enemy of Induction”?
Kornell, N., & Bjork, R. A. (2008) · Psychological Science · doi:10.1111/j.1467-9280.2008.02127.x · Cited by 602
The shuffling of mathematics problems improves learning
Rohrer, D., & Taylor, K. (2007) · Instructional Science · doi:10.1007/s11251-007-9015-8 · Cited by 357 · cited 2×
“In one of these studies, Rohrer and Taylor (2007) taught college students to find the volumes of four obscure solids (Fig.”
BackgroundSelf-citationMetacognitive awareness of learning strategies in undergraduates
McCabe, J. (2011) · Memory & Cognition · doi:10.3758/s13421-010-0035-2 · Cited by 308
Optimizing distributed practice
Cepeda, N. J., Coburn, N., Rohrer, D., Wixted, J. T., Mozer, M. C., & Pashler, H. (2009) · Experimental Psychology · doi:10.1027/1618-3169.56.4.236 · Cited by 296 · cited 2×
“The spacing effect has been demonstrated in hundreds of studies, including ones with learningmaterials drawn from the classroom (e.g., Austin 1921; Bahrick and Phelps 1987; Bird 2010; Bloom and Shuell 1981; Carpenter et al. 2009; Cepeda et al. 2009; Reynolds and Glaser 1964; Metcalfe et al. 2007; Seabrook et al. 2005).”
BackgroundSelf-citationThe effects of interleaved practice
Taylor, K., & Rohrer, D. (2010) · Applied Cognitive Psychology · doi:10.1002/acp.1598 · Cited by 288 · cited 2×
“This same paradigm was used in a mathematics learning study reported by Taylor and Rohrer (2010), which is described in the section on mathematics learning, and they also found an interleaving effect after controlling for the effects of spacing (similar findings have been reported with perceptual…”
BackgroundMethodSelf-citationRecent research on human learning challenges conventional instructional strategies
Rohrer, D., & Pashler, H. (2010) · Educational Researcher · doi:10.3102/0013189x10374770 · Cited by 269 · cited 1×
“…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 al. 2011; Willingham 2002).”
BackgroundSelf-citationUsing tests to enhance 8th grade students' retention of U.S. history facts
Carpenter, S. K., Pashler, H., & Cepeda, N. J. (2009) · Applied Cognitive Psychology · doi:10.1002/acp.1507 · Cited by 254
Learning Painting Styles: Spacing is Advantageous when it Promotes Discriminative Contrast
Kang, S. H. K., & Pashler, H. (2012) · Applied Cognitive Psychology · doi:10.1002/acp.1801 · Cited by 246
Research works printed but not linked: 23
- Austin, S. D. M. (1921). A study in logical memory. The American Journal of Psychology, 32, 370–403. · DOI
- Bjork, R. A. (1979). Information-processing analysis of college teaching. Educational Psychologist, 14, 15–23. · DOI
- Carter, J. A., Cuevas, G. J., Day, R., Malloy, C. E., Kersaint, G., Luchin, B. M., et al. (2011). Math Connects Plus: Course 3 (Florida Version). School Education Group (SEG), McGraw-Hill, Glencoe. New York: McGraw-Hill.
- Chi, M. T. H., Feltovich, P. J., & Glaser, R. (1981). Categorization and representation of physics problems by experts and novices. Cognitive Science, 5, 121–152. · DOI · Paper page
- Crowley, K., Shrager, J., & Siegler, R. S. (1997). Strategy discovery as a competitive negotiation between metacognitive and associative mechanisms. Developmental Review, 17, 462–489. · DOI
- Dempster, F. N. (1989). Spacing effects and their implications for theory and practice. Educational Psychology Review, 1, 309–330. · DOI · Paper page
- Dunlosky, J., & Lipko, A. R. (2007). Metacomprehension: A brief history and how to improve its accuracy. Current Directions in Psychological Science, 16, 228–232. · DOI · Paper page
- Hall, K. G., Domingues, D. A., & Cavazos, R. (1994). Contextual interference effects with skilled baseball players. Perceptual and Motor Skills, 78, 835–841. · DOI · Paper page
- Kester, L., Kirschner, P. A., & van Merriënboer, J. J. G. (2004). Timing of information presentation in learning statistics. Instructional Science, 32, 233–252. · DOI
- Mayfield, K. H., & Chase, P. N. (2002). The effects of cumulative practice on mathematics problem solving. Journal of Applied Behavior Analysis, 35, 105–123. · DOI
- Metcalfe, J. (2000). Metamemory: Theory and data. In E. Tulving & F. I. M. Craik (Eds.), Oxford handbook of memory (pp. 197–211). London: Oxford University Press. · DOI
- Metcalfe, J., Kornell, N., & Son, L. K. (2007). A cognitive-science based programme to enhance study efficacy in a high and low-risk setting. European Journal of Cognitive Psychology, 19, 743–768. · DOI
- Mitchell, C. J., Nash, S., & Hall, G. (2008). The intermixed-blocked effect in human perceptual learning is not the consequence of trial spacing. Journal of Experimental Psychology: Learning, Memory, and Cognition, 34, 237–242. · DOI
- Reynolds, J. H., & Glaser, R. (1964). Effects of repetition and spaced review upon retention of a complex learning task. Journal of Educational Psychology, 55, 297–308. · DOI
- Robinson, D. H., Levin, J. R., Thomas, G. D., Pituch, K. A., & Vaughn, S. R. (2007). The incidence of “causal” statements in teaching and learning research journals. American Educational Research Journal, 44, 400–413. · DOI
- Rohrer, D. (2009). The effects of spacing and mixing practice problems. Journal for Research in Mathematics Education, 40, 4–17. · DOI
- Schwartz, B. L., Son, L. K., Kornell, N., & Finn, B. (2011). Four principles of memory improvement: A guide to improving learning efficiency. International Journal of Creativity and Problem Solving, 21, 7–15.
- Siegler, R. S. (2003). Implications of cognitive science research for mathematics education. In J. Kilpatrick, G. W. Martin, & D. E. Schifter (Eds.), A research companion to principles and standards for school mathematics (pp. 119–233). Reston: National Council of Teachers of Mathematics.
- Siegler, R. S., & Shrager, J. (1984). Strategy choices in addition and subtraction: How do children know what to do? In C. Sophian (Ed.), The origins of cognitive skills (pp. 229–293). Hillsdale: Erlbaum.
- Skinner, B. F. (1933). The rate of establishment of a discrimination. The Journal of General Psychology, 9, 302–350. · DOI
- Slavin, R. E. (2002). Evidence-based education policies: Transforming educational practice and research. Educational Researcher, 31(7), 15–21. · DOI · Paper page
- Son, L. K., & Kornell, N. (2010). The virtues of ignorance. Behavioral Processes, 83, 207–212. · DOI
- Willingham, D. T. (2002). Allocating student study time: Massed vs. distributed practice. American Educator, 47, 37–39. Summer.
Cited by
Spaced Repetition Promotes Efficient and Effective Learning: Policy Implications for Instruction
Kang, S. H. K. (2016) · Policy Insights from the Behavioral and Brain Sciences · doi:10.1177/2372732215624708 · Cited by 408
Cutrer, W. B., Miller, B., Pusic, M. V., Mejicano, G., Mangrulkar, R. S., Gruppen, L. D., Hawkins, R. E., Skochelak, S. E., & Moore, D. E. (2017) · Academic Medicine · doi:10.1097/acm.0000000000001323 · Cited by 420
Desirable difficulties in theory and practice.
Bjork, R. A., & Bjork, E. L. (2020) · Journal of Applied Research in Memory and Cognition · doi:10.1016/j.jarmac.2020.09.003 · Cited by 301
Rohrer, D., Dedrick, R. F., & Burgess, K. (2014) · Psychonomic Bulletin & Review · doi:10.3758/s13423-014-0588-3 · Cited by 122
Self-citationThe effects of interleaving versus blocking on foreign language pronunciation learning
Carpenter, S. K., & Mueller, F. E. (2013) · Memory & Cognition · doi:10.3758/s13421-012-0291-4 · Cited by 103
Metadata
- Authors
- Rohrer, D.
- Venue
- Educational Psychology Review
- Published
- 2012-07-28
- Volume
- 24
- Issue
- 3
- Pages
- 355-367
- ISSN
- 1040-726X (ISSN-L)
- 1573-336X
- OpenAlex
- W2070935196
- Cited by
- 218
- References
- 17
- FWCI
- 8.27
- Type
- journal article
- Language
- en
- Open access
- closed
- Licence
- www.springer.com/tdm (tdm)
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
How to cite
Cite CoChat for the checks on this page, and the paper for its own findings.
- This page
- CoChat. (2026). Citation check: Interleaving Helps Students Distinguish among Similar Concepts. https://app.cochat.ai/papers/10.1007/s10648-012-9201-3
- The paper
- Rohrer, D. (2012). Interleaving Helps Students Distinguish among Similar Concepts. Educational Psychology Review. https://doi.org/10.1007/s10648-012-9201-3
Data sources
Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
