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Related Experiment Video

Updated: Jun 23, 2026

The Collective Trust Game: An Online Group Adaptation of the Trust Game Based on the HoneyComb Paradigm
06:18

The Collective Trust Game: An Online Group Adaptation of the Trust Game Based on the HoneyComb Paradigm

Published on: October 20, 2022

Optimizing distributed practice: theoretical analysis and practical implications.

Nicholas J Cepeda1, Noriko Coburn, Doug Rohrer

  • 1York University, Toronto, ON, Canada. University of California, San Diego, CA, USA. ncepeda@yorku.ca

Experimental Psychology
|May 15, 2009
PubMed
Summary
This summary is machine-generated.

Optimal spacing between study sessions significantly boosts long-term learning and memory retention. Finding the right gap enhances recall by up to 150%, but too large a gap can decrease accuracy.

Related Experiment Videos

Last Updated: Jun 23, 2026

The Collective Trust Game: An Online Group Adaptation of the Trust Game Based on the HoneyComb Paradigm
06:18

The Collective Trust Game: An Online Group Adaptation of the Trust Game Based on the HoneyComb Paradigm

Published on: October 20, 2022

Area of Science:

  • Cognitive Psychology
  • Educational Psychology
  • Neuroscience of Learning

Background:

  • Distributed practice, or spacing effect, is known to enhance memory retention.
  • However, how this effect unfolds over extended, non-trivial periods remains under-investigated.

Purpose of the Study:

  • To examine the impact of varying study-episode gaps on long-term retention.
  • To investigate the distributed practice effect over periods up to 6 months.

Main Methods:

  • Two three-session laboratory studies were conducted.
  • Participants learned foreign vocabulary, facts, and visual object names.
  • Test delays ranged up to 6 months.

Main Results:

  • An optimal gap between study sessions improved final recall by up to 150%.
  • A nonmonotonic relationship was observed: recall increased with gap size up to a point, then declined.
  • This suggests an optimal spacing window for memory retention.

Conclusions:

  • The findings provide crucial constraints for theories of spaced learning.
  • Cumulative reviews and optimal spacing are vital for promoting retention over meaningful durations.
  • Highlights the importance of strategic study scheduling for effective learning.