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References on the Effects of Spacing Compared to Massing
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.
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Empirical Science
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Learning Concepts and Categories: Is Spacing the “Enemy of Induction”?
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 et al. (2018) Does mediator use contribute to the spacing effect for cued recall? Critical tests of the mediator hypothesis.
Learn After
Learning Concepts and Categories: Is Spacing the “Enemy of Induction”?
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 et al. (2018) Does mediator use contribute to the spacing effect for cued recall? Critical tests of the mediator hypothesis.