Kornell, N., & Bjork, R. A. (2008). Learning concepts and categories: Is spacing the “enemy of induction”?. Psychological science, 19(6), 585-592.

University of Michigan - Ann Arbor

This classification categorizes academic literature and empirical studies that directly compare the effects of spaced practice (distributed learning) versus massed practice (cramming) on memory retention, induction, and overall learning outcomes.

References on the Effects of Spacing Compared to Massing

Rodriguez, F., Yu, R., Park, J., Rivas, M. J., Warschauer, M., & Sato, B. K. (2019, March). Utilizing learning analytics to map students' self-reported study strategies to click behaviors in STEM courses. In Proceedings of the 9th international conference on learning analytics & knowledge (pp. 456-460).

Morehead, K., Dunlosky, J., Rawson, K. A., Bishop, M., & Pyc, M. A. (2018). Does mediator use contribute to the spacing effect for cued recall? Critical tests of the mediator hypothesis. Memory (Hove), 26(4), 535–546. https://doi.org/10.1080/09658211.2017.1381266

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