Using Spacing to Enhance Diverse Forms of Learning: Review and Implications for Instruction
Carpenter, S. K., Cepeda, N. J., Rohrer, D., Kang, S. H. K., & Pashler, H. · 2012
grade Dreviewindependentreplicated
Sample
Narrative review
Population
Preschool to adults; facts, vocabulary, skills, some generalization.
Design
Review curating classroom-relevant spacing demonstrations and the optimal-gap parameter.
Key findings
Consolidates the practical rule: space repetitions at ~10-20% of the intended retention interval, and notes spacing helps not just facts but skills and some near-transfer generalization (math). Grade-D review evidence.
Genetic confound
N/A (review).
Replication notes
Standard source for the '10-20% of retention interval' heuristic; aligns with Cepeda 2008.
DOI / URL
10.1007/s10648-012-9205-z
Effects
| Outcome | Metric | Value | Measure | Timing | Vs | Horizon | Class |
|---|---|---|---|---|---|---|---|
| Optimal spacing gap as proportion of retention interval | % of test delay | ~10-20% of the desired retention interval | researcher-designed | delayed; lab+classroom | none | unclear | domain-skill |
Cited by
- Spaced (distributed) practicestrong supportconf: highgc: low