Increasing Retention Without Increasing Study Time

Rohrer, Doug; Pashler, Harold

doi:10.1111/j.1467-8721.2007.00500.x

Cited by 153Memory Processes and InfluencesVisual and Cognitive Learning ProcessesInnovative Teaching and Learning Methods

Increasing Retention Without Increasing Study Time

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Rohrer, Doug, Pashler, Harold·2007·Current Directions in Psychological Science

DOI 10.1111/j.1467-8721.2007.00500.x

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Abstract

Because people forget much of what they learn, students could benefit from learning strategies that yield long-lasting knowledge. Yet surprisingly little is known about how long-term retention is most efficiently achieved. Here we examine how retention is affected by two variables: the duration of a study session and the temporal distribution of study time across multiple sessions. Our results suggest that a single session devoted to the study of some material should continue long enough to ensure that mastery is achieved but that immediate further study of the same material is an inefficient use of time. Our data also show that the benefit of distributing a fixed amount of study time across two study sessions—the spacing effect—depends jointly on the interval between study sessions and the interval between study and test. We discuss the practical implications of both findings, especially in regard to mathematics learning.

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The optimal ratio of spacing and retention interval should be 10-30%.
“The optimal ratio of spacing and retention interval should be 10-30%.”
From MASSED TASK REPETITION IS A DOUBLE-EDGED SWORD FOR FLUENCY DEVELOPMENT (2022) · cites this paper as Rohrer & Pashler, 2007
In “The Interaction of the ISI and the RI” (page not provided), the paper says preliminary results place the optimal inter-session interval at roughly 10–30% of the retention interval. The claim presents that preliminary, approximate finding as an unqualified recommendation. (LLM, conf=0.84)
Experimental — accuracy not yet measured
The optimal spacing depends on the retention interval.
“According to cognitive psychologists (Cepeda et al., 2008;Rohrer & Pashler, 2007), the optimal spacing depends on the retention interval (i.e., the timing of delayed posttest).”
From MASSED TASK REPETITION IS A DOUBLE-EDGED SWORD FOR FLUENCY DEVELOPMENT (2022) · cites this paper as Rohrer & Pashler, 2007

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Authors: Rohrer, D., & Pashler, H.
Affiliations: University of South Florida (US)
University of California San Diego (US)
Corresponding author: Rohrer, Doug
ORCID: Rohrer, Doug
Pashler, Harold
Venue: Current Directions in Psychological Science
Publisher: SAGE Publications
Published: 2007-08
Volume: 16
Issue: 4
Pages: 183-186
ISSN: 0963-7214 (ISSN-L)
1467-8721
DOI: 10.1111/j.1467-8721.2007.00500.x
OpenAlex: W2044983254
Cited by: 153
References: 19
Citations by year: 2026: 4 · 2025: 7 · 2024: 10 · 2023: 11 · 2022: 6 · 2021: 11 · 2020: 11 · 2019: 11 · 2018: 9 · 2017: 7 · 2016: 9 · 2015: 14 · 2014: 6 · 2013: 8 · 2012: 6
FWCI: 2.50
Type: journal article
Language: en
Open access: green
www.escholarship.org
Licence: journals.sagepub.com/page/policies/text-and-data-mining-license (tdm)
Locations: Current Directions in Psychological Science (publishedVersion)
eScholarship (California Digital Library) (submittedVersion)
Digital Commons - University of South Florida (University of South Florida) (submittedVersion)
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: long-term retention, spacing effect, forgetting, mastery, mathematics learning, learning strategies

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Increasing Retention Without Increasing Study Time

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