How to Improve Long-term Memory with Spaced Practice

How many times have you asked your pupils a question from a topic they learned last month, only to be met by silence and blank faces?

Luckily, there is an effective way to slow down the rate of forgetting and improve long-term memory. It is called spaced practice.

In this first blog post, I explain what spaced practice is and how it strengthens long-term memory.

In the second blog post, I explore ways to implement spaced practice in the classroom.    

What is spaced practice?

Spaced practice, also known as distributive practice or spaced learning, is a learning strategy that combines retrieval practice with the spacing effect. Material that has been learned is revisited in multiple short sessions. These sessions are spread out over time.

It is the opposite of massed practice, where learning is revisited intensively in one session.   

The origins of spaced practice

Spaced practice is based on the work of German psychologist Hermann Ebbinghaus in the 1880s.

In his experiments, Ebbinghaus memorised sets of three-letter nonsense words in one session.  

He tested himself at various intervals and charted the rate at which he forgot the words. This became known as the ‘Ebbinghaus forgetting curve.’ Note the pink line in the graph below.

Ebbinghaus found that most of the forgetting happened quickly after he had studied. But then the rate of forgetting slowed, before levelling off.

When he spent more time learning the words, the rate of forgetting was slower at first. But the overall shape of the curve was essentially the same.

In his next set of experiments, Ebbinghaus re-learned the words after each test.  

Ebbinghaus noticed that the time needed to re-learn his forgotten words (shown by the dotted purple lines in the graph above) was shorter at each successive study session.

The rate of forgetting, as shown by the turquoise lines in the graph, was also slower after each review. This became known as the ‘spacing effect.’

The development of spaced practice

Following the work of Ebbinghaus, researchers studying memory have conducted numerous experiments on the spacing effect. They have consistently found that spaced practice improves retention of information.

Spaced practice is not simply about re-reading the learning material. Effective retrieval practice (actively recalling information) is an essential part of spaced practice.

At each practice session, pupils should test their knowledge and understanding of the learning material by using appropriate retrieval methods. These include practice questions, flashcards, quizzes, multiple-choice tests, or simply answering questions posed by the teacher.

How does spaced practice improve long-term memory?

When we learn something new, we don’t encode and store our memories in a particular part of the brain.

Instead, our brain cells (neurons) connect to form ‘neuronal networks.’ However, these new neuronal networks are fragile.

When we first return to something we’ve learned, our brain works harder to retrieve the information. But this strengthens important connections (synapses) within the neuronal networks, which makes the information easier to recall next time.

If we keep processing the information by testing ourselves on multiple occasions, we commit information to our long-term memory more effectively. 

Spacing out practice sessions also gives the brain a chance to rest. Rest is crucial to long-term memory because it enables memories to be consolidated.

Summary 

Spaced practice is an effective learning strategy to beat the forgetting curve and improve long-term memory. Regular retrieval practice in short sessions, which are spaced out over time, strengthens the neuronal networks responsible for long-term memory. In this way, spaced practice will result in better learning outcomes.

Learn how to implement spaced practice in the classroom in Part 2.

Dr Shaira Kadir is a qualified secondary school teacher working as a freelance copywriter. You can view her profiles on the ProCopywriters directory and LinkedIn.

For further reading on cognitive learning, read our article exploring how one Kent primary school implemented retrieval practice strategies to benefit students learning.