@article{GrevingRichter2021,
  author    = {Greving, Carla Elisabeth and Richter, Tobias},
  title     = {Beyond the Distributed Practice Effect: Is Distributed Learning Also Effective for Learning With Non-repeated Text Materials?},
  series = {Frontiers in Psychology},
  volume    = {12},
  journal   = {Frontiers in Psychology},
  issn      = {1664-1078},
  doi       = {10.3389/fpsyg.2021.685245},
  url       = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-247944},
  year      = {2021},
  abstract  = {Distributed learning is often recommended as a general learning strategy, but previous research has established its benefits mainly for learning with repeated materials. In two experiments, we investigated distributed learning with complementary text materials. 77 (Experiment 1) and 130 (Experiment 2) seventh graders read two texts, massed vs. distributed, by 1 week (Experiment 1) or 15 min (Experiment 2). Learning outcomes were measured immediately and 1 week later and metacognitive judgments of learning were assessed. In Experiment 1, distributed learning was perceived as more difficult than massed learning. In both experiments, massed learning led to better outcomes immediately after learning but learning outcomes were lower after 1 week. No such decrease occurred for distributed learning, yielding similar outcomes for massed and distributed learning after 1 week. In sum, no benefits of distributed learning vs. massed learning were found, but distributed learning might lower the decrease in learning outcomes over time.},
  language  = {en}
}
@article{GrevingRichter2019,
  author    = {Greving, Carla E. and Richter, Tobias},
  title     = {Distributed Learning in the Classroom: Effects of Rereading Schedules Depend on Time of Test},
  series = {Frontiers in Psychology},
  volume    = {9},
  journal   = {Frontiers in Psychology},
  number    = {2517},
  issn      = {1664-1078},
  doi       = {10.3389/fpsyg.2018.02517},
  url       = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-190783},
  year      = {2019},
  abstract  = {Research with adults in laboratory settings has shown that distributed rereading is a beneficial learning strategy but its effects depend on time of test. When learning outcomes are measured immediately after rereading, distributed rereading yields no benefits or even detrimental effects on learning, but the beneficial effects emerge two days later. In a preregistered experiment, the effects of distributed rereading were investigated in a classroom setting with school students. Seventh-graders (N = 191) reread a text either immediately or after 1 week. Learning outcomes were measured after 4 min or 1 week. Participants in the distributed rereading condition reread the text more slowly, predicted their learning success to be lower, and reported a lower on-task focus. At the shorter retention interval, massed rereading outperformed distributed rereading in terms of learning outcomes. Contrary to students in the massed condition, students in the distributed condition showed no forgetting from the short to the long retention interval. As a result, they performed equally well as the students in the massed condition at the longer retention interval. Our results indicate that distributed rereading makes learning more demanding and difficult and leads to higher effort during rereading. Its effects on learning depend on time of test, but no beneficial effects were found, not even at the delayed test.},
  language  = {en}
}