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Direct linkMcDaniel, Mark A.; Fadler, Cynthia L.; Pashler, Harold – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2013
A robust finding in the literature is that spacing material leads to better retention than massing; however, the benefit of spacing for concept learning is less clear. When items are massed, it may help the learner to discover the relationship between instances, leading to better abstraction of the underlying concept. Two experiments addressed…
Descriptors: Intervals, Learning Processes, Learning Strategies, Task Analysis
