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Capeda (2006). Distributed Practice in Verbal Recall Tasks: A Review and Quantitative Synthesis

Table of Contents

Full Citation

Cepeda, N. J., Pashler, H., Vul, E., Wixted, J. T., & Rohrer, D. (2006). Distributed Practice in Verbal Recall Tasks: A Review and Quantitative Synthesis. Psychological Bulletin, 132(3), 354–380. https://doi.org/10.1037/0033-2909.132.3.354

Abstract

The authors performed a meta-analysis of the distributed practice effect to illuminate the effects of temporal variables that have been neglected in previous reviews. This review found 839 assessments of distributed practice in 317 experiments located in 184 articles. Effects of spacing (consecutive massed presentations vs. spaced learning episodes) and lag (less spaced vs. more spaced learning episodes) were examined, as were expanding interstudy interval (ISI) effects. Analyses suggest that ISI and retention interval operate jointly to affect final-test retention; specifically, the ISI producing maximal retention increased as retention interval increased. Areas needing future research and theoretical implications are discussed.

Key Results

Important terms: 

  • Inter-session interval (ISI): the time between learning sessions.
  • Retention interval (RI): the time between the final learning session and the final test, where learning is assessed.
Result Name Effect Size Reliability
Spaced vs. Massed: Overall
Small
Small
High
High
Spaced vs. Massed: < 1 Min Retention Interval
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Spaced vs. Massed: 1 to 10 Min Retention Interval
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Spaced vs. Massed: 1 Day Retention Interval
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Spaced vs. Massed: 2 to 7 Day Retention Interval
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Spaced vs. Massed: 8 to 30 Days Retention Interval
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Study Characteristics

Learning Domain Declarative Learning
Study Topic Massed Practice, Spaced Practice
Study Type
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Task Studied
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Subject Type
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Number of Studies
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Quality Score (%)*
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* Study quality assessed using JBI Systematic Review Checklist.

Reviewer Notes

Cepeda et al. (2006) remains a landmark meta-analysis on distributed practice: 317 experiments, 14,000+ participants, and endless citations in declarative-learning reviews. Yet its early-2000s methodology (no dual screening, no bias checks) and its impractical “spaced” definitions (seconds-long lags) make it less impactful as a practical guide to multi-day spacing.

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Additional References

  1. Soderstrom, N. C., & Bjork, R. A. (2015). Learning Versus Performance. Perspectives on Psychological Science, 10(2), 176–199. https://doi.org/10.1177/1745691615569000

Link to Study

Cepeda, N. J., Pashler, H., Vul, E., Wixted, J. T., & Rohrer, D. (2006). Distributed Practice in Verbal Recall Tasks: A Review and Quantitative Synthesis. Psychological Bulletin, 132(3), 354–380. https://doi.org/10.1037/0033-2909.132.3.354

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