Using Spacing to Enhance Diverse Forms of Learning: Review of Recent Research and Implications for Instruction
Integrity signals
Registry
Cites
Statistics
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
Studies investigating distributed practice effects have addressed only particular aspects, for example, by delivering information verbally and focusing on declarative knowledge only.
“Moreover, studies investigating distributed practice effects have addressed only particular aspects, for example, by delivering information verbally and focusing on declarative knowledge only (Carpenter et al., 2012;Cepeda, Pashler, Vul, Wixted, & Rohrer, 2006;Delaney, Verkoeijen, & Spirgel, 2010;Son & Simon, 2012;Toppino & Gerbier, 2014).”
From Distributing mathematical practice of third and seventh graders:<scp>A</scp>pplicability of the spacing effect in the classroom (2019) · cites this paper as Carpenter et al., 2012
No citation lists for this paper
No citation lists for this paper yet — checked again daily.
References 54 · Cited by 469
- Authors
- Carpenter, S. K., Cepeda, N. J., Rohrer, D., Kang, S. H. K., & Pashler, H.
- Affiliations
- Iowa State University (US)
- York University (CA)
- University of South Florida (US)
- Dartmouth College (US)
- University of California San Diego (US)
- Corresponding author
- Carpenter, Shana K.
- Venue
- Educational Psychology Review
- Published
- 2012-08-04
- Volume
- 24
- Issue
- 3
- Pages
- 369-378
- ISSN
- 1040-726X (ISSN-L)
- 1573-336X
- OpenAlex
- W2073851554
- Cited by
- 469
- References
- 54
- Citations by year
- 2026: 28 · 2025: 41 · 2024: 51 · 2023: 45 · 2022: 49 · 2021: 46 · 2020: 38 · 2019: 50 · 2018: 35 · 2017: 28 · 2016: 18 · 2015: 23 · 2014: 9 · 2013: 5 · 2012: 2
- FWCI
- 6.39
- Type
- journal article
- Language
- en
- Open access
- closed
- Licence
- www.springer.com/tdm (tdm)
- Locations
- Educational Psychology Review (publishedVersion)
- Digital Commons - University of South Florida (University of South Florida) (submittedVersion)
- Funders
- James S. McDonnell Foundation
- Topics
- Life Sciences › Neuroscience › Cognitive Neuroscience › Memory Processes and Influences
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Visual and Cognitive Learning Processes
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Keywords
- spaced learning, spacing effect, massed practice, memory retention, interval timing, learning styles, instructional design
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
