---
title: "Spaced repetition"
chunk: 1/3
source: "https://en.wikipedia.org/wiki/Spaced_repetition"
category: "reference"
tags: "science, encyclopedia"
date_saved: "2026-05-05T04:26:29.414379+00:00"
instance: "kb-cron"
---

Spaced repetition is an evidence-based learning technique that is usually performed with flashcards. Newly introduced and more difficult flashcards are shown more frequently, while older and less difficult flashcards are shown less frequently in order to exploit the psychological spacing effect. The use of spaced repetition has been proven to increase the rate of learning.

Although the principle is useful in many contexts, spaced repetition is commonly applied in contexts in which a learner must acquire many items and retain them indefinitely in memory. It is, therefore, well suited for the problem of vocabulary acquisition in the course of second-language learning. A number of spaced repetition software programs have been developed to aid the learning process. It is also possible to perform spaced repetition with physical flashcards using the Leitner system. The testing effect and spaced repetition can be combined to improve long-term memory. Therefore, memorization can be easier to do.

== History ==
The method of spaced repetition was first conceived of in the 1880s by German scientist Hermann Ebbinghaus. Ebbinghaus created the 'forgetting curve'—a graph portraying the loss of learned information over time—and postulated that it can be curbed by reviewing such information at several intervals over a period of time.
It was also tested by Thomas Landauer and Robert A. Bjork in 1978; they gathered a group of psychology students, showing the students pictures of a certain individual followed by that individual's name. This is also known as a face-name association. With the repetition of seeing the person's name and face they were able to associate the name and face of that individual shown with the expansion of time due to the spaced repetition.
Schacter, Rich, and Stampp in 1985 expanded the research to include people who have amnesia and other memory disorders. The findings showed that using spaced repetition can not only help students with name face association but patients dealing with memory impairments.
In 1989, C. J. Camp decided that using this technique with Alzheimer's patients may increase their duration of remembering particular things. These results show that the expansion of the time interval shows the strongest benefits for memory.
Spaced repetition is a method where the subject is asked to remember a certain fact with the time intervals increasing each time the fact is presented or said. If the subject is able to recall the information correctly the time is doubled to further help them keep the information fresh in their mind to recall in the future. With this method, the patient is able to place the information in their long-term memory. If they are unable to remember the information they go back to the previous step and continue to practice to help make the technique lasting (Vance & Farr, 2007).
The expansion is done to ensure a high success level of recalling the information on the first time and increasing the time interval to make the information long-lasting to help keep the information always accessible in their mind.
Throughout the development of spaced repetition, they have found that patients using this technique with dementia are able to recall the information weeks—even months—later. The technique has been successful in helping dementia patients remember particular objects' names, daily tasks, name face association, information about themselves, and many other facts and behaviors (Small, 2012). Sufficient test evidence shows that spaced repetition is valuable in learning new information and recalling information from the past.
Small combines the works and findings of quite a few scientists to come up with five reasons why spaced repetition works: it helps show the relationship of routine memories, it shows the benefits of learning things with an expansion of time, it helps the patient with Alzheimer's dementia keep their brain active, it has a high success level with little to no errors, and the technique is meaningful for the patient to do and remember more things) Joltin et al. (2003), had a caregiver train a woman with Alzheimer's by giving her the name of her grandchild over the phone while asking her to associate with the picture of the grandchild posted on the refrigerator. After training, the woman was able to recall the name of her grandchild five days later.

== Research and application ==