Spacing effects in real-world classroom vocabulary learning
We checked this card's citation and the finding we state against the source's own page or record in October 2026.
What it found
Fifth graders taught unfamiliar English words in two sessions a week apart remembered more of them five weeks later than when the same teaching was crammed into one session, showing the spacing effect in a real classroom with school-age children.
What kind of study it is
- Design
- Small classroom experiment
- Weight
- A lab or small classroom experiment: rigorous, but too small or too short to count as a school trial.
- Sample
- 39 fifth graders in their own classrooms
- Who
- School-age children (K–12)
Read it
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Cited in the Library
Cite this study
Sobel, H. S., Cepeda, N. J., & Kapler, I. V. (2011). Spacing effects in real-world classroom vocabulary learning. Applied Cognitive Psychology, 25(5), 763–767. https://doi.org/10.1002/acp.1747
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