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Benjamin, A. S. & Tullis, J. (2010). What makes distributed practice effective? Cognitive Psychology, 61(3), 228-247.
Carpenter, S. K. (2012). Using spacing to enhance diverse forms of learning. Educational Psychology Review, 369–378.
Hillary, F. G., Schultheis, M. T., Challis, B. H., Millis, S. R., Carnevale, G. J., Galshi, T., & DeLuca, J. (2003). Spacing of repetitions improves learning and memory after moderate and severe TBI. Journal of Clinical and Experimental Neuropsychology, 25(1), 49–58.
Ibrahim, R., Boerhannoeddin, A., & Bakare, K. K. (2017). The effect of soft skills and training methodology on employee performance. European Journal of Training and Development, 41(4), 388–406.
Jackson, C. E., Maruff, P. T., & Snyder, P. J. (2013). Massed versus spaced visuospatial memory in cognitively healthy young and older adults. Alzheimer's & Dementia, 9(1), S32-S38.
Johanson, C., Gutwin, C., Bowey, J. T., & Mandryk, R. L. (2019). Press pause when you play: Comparing spaced practice intervals for skill development in games. CHI PLAY 2019 - Proceedings of the Annual Symposium on Computer-Human Interaction in Play, 169–184.
Kapler, I. V., Weston, T., & Wiseheart, M. (2015). Spacing in a simulated undergraduate classroom: Long-term benefits for factual and higher-level learning. Learning and Instruction, 36, 38–45.
Karpicke, J. D., & Bauernschmidt, A. (2011). Spaced retrieval: Absolute spacing enhances learning regardless of relative spacing. Journal of Experimental Psychology: Learning Memory and Cognition, 37(5), 1250–1257.
Kelley, P., & Whatson, T. (2013). Making long-term memories in minutes: A spaced learning pattern from memory research in education. Frontiers in Human Neuroscience, 7(SEP), 1–9.
Kellogg, R. T., & Raulerson, B. A. (2007). Improving the writing skills of college students. Psychonomic Bulletin and Review, 14(2), 237–242.
Logan, J. M., Castel, A. D., Haber, S., & Viehman, E. J. (2012). Metacognition and the spacing effect: The role of repetition, feedback, and instruction on judgments of learning for massed and spaced rehearsal. Metacognition and Learning, 7(3), 175–195.
Mulligan, N. W., & Peterson, D. J. (2014). The spacing effect and metacognitive control. Journal of Experimental Psychology: Learning Memory and Cognition, 40(1), 306–311.
Tye-Murray, N., Spehar, B., Barcroft, J., & Sommers, M. (2017). Auditory training for adults who have hearing loss: A comparison of spaced versus massed practice schedules. Journal of Speech, Language, and Hearing Research, 60(8), 2337–2345.
Recently, however, new findings have emerged showing that spacing can also improve learning of information that is conceptually more difficult. For example, Bird (2010) found that longer spacing gaps improved English-learning adults' understanding of subtle grammatical rules. * ELL connection
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