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Related Experiment Video

Updated: May 1, 2026

Using Practice Testing, Public Speaking, and Source Monitoring to Examine the Influences of Learning Strategies and Stress on Episodic Memory
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Retrieval practice over the long term: should spacing be expanding or equal-interval?

Sean H K Kang1, Robert V Lindsey, Michael C Mozer

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Expanding retrieval practice, with reviews at increasing intervals, matched equal-interval practice on a final test. However, expanding intervals maintained higher average recallability over the entire training period.

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Area of Science:

  • Cognitive Psychology
  • Educational Psychology
  • Memory Research

Background:

  • The optimal spacing for learning material is debated, with expanding retrieval practice versus equal-interval practice being a key focus.
  • Previous research comparing these methods often used single-session designs and assessed only final test performance, potentially missing long-term benefits.

Purpose of the Study:

  • To investigate the long-term effectiveness of expanding retrieval practice compared to equal-interval practice for foreign vocabulary acquisition.
  • To determine which spacing strategy better maintains average performance over an extended training period.

Main Methods:

  • Foreign vocabulary was learned over four weeks using either expanding or equal-interval retrieval practice schedules.
  • Recall was assessed via a final test administered eight weeks after the training period concluded.

Main Results:

  • Expanding retrieval practice resulted in recall performance equivalent to equal-interval practice on the final test.
  • The expanding interval schedule demonstrated significantly higher average recallability throughout the entire training duration.

Conclusions:

  • Expanding retrieval practice is as effective as equal-interval practice for long-term retention.
  • Expanding retrieval practice offers superior average performance over the course of learning, making it a more effective strategy for sustained knowledge acquisition.