Space Learning, Don’t Cram

Katherine Senko, Ed.D. 2019

We probaby knew it all along – cramming doesn’t increase learning. Staying up all night and memorizing the information may get you through the next day but it doesn’t increase learning. Once time passes the information is lost. However, spacing the learning out does increase learning and it doesn’t take longer- just more planning. The actual time spent studying is similar but spaced repetively over many sessions.

Much research has focused on the best way to learn new material from the way one processes the information to how one retains and retrieves the information.  One easy technique that can be put into practice immediately is spacing the learning in regular intervals rather than cramming the learning events right before the assessment (Kornell & Bjork, 2008). Spacing refers to spreading out the learning over multiple sessions. “…We are better able to recall information and concepts if we learn them in multiple, spread-out sessions” (Farnam Street Learning Company, 2018). Spacing helps us process the material for the long-term.

Spacing not only allows for memorization of material but actually helps in other areas of learning as well. Studies have shown that spaced practice increases problem-solving and increases learning connections (Kang, 2016). Despite this evidence undergraduates often restrict their studying to repetitive reading and massed studying (Gagnon & Cormier, 2019), otherwise known as cramming. Better learning habits include spacing the material, self-testing, and understanding why information is important before retention and learning takes place (Kang, 2016). Spacing the material across time increases the memorization and forms connections in the brain. 

The arrangement of events also has an effect on retention. Interspersing different information into one’s study time and not clumping identical concepts together improves the recognition and learning of these items (Kornell & Bjork, 2008). This is called interleaving the concepts. For example, going back over material presented in earlier classes is one way to interleave material into your studying. When practicing vocabulary for a language course, include vocabulary from previous units. That repetition of slightly older material will help it stick in your brain longer.  

Although one would think that spacing takes more time, it actually reduces the overall time to learn information because the information is retained (Farnam Street Learning Company, 2018). Spacing does, however, require planning one’s schedule to handle the learning events. Planning study time into your schedule is imperative.

How to Space Learning

The first step in setting up effective spaced learning is sticking to a study schedule. Dedicate time each day to study material. You will also need a means of storing the information. Simply re-reading material is not enough. Quizzing oneself on the information is better (Butler, 2010). Connecting the material to other concepts is best. Integrating the material allows for setting up multiple connections in the brain. Flashcards with concepts clearly outlined seems to be a good technique to quiz oneself and the online programs available allow for easy management of material (Kornell, Optimising learning using flashcards: Spacing is more effective than cramming, 2009).

A metric for reinforcement and tracking is important. “Tracking progress gives us a sense of progression and improvement” (Farnam Street Learning Company, 2018). Again, online systems provide easy ways to track one’s progress. For example, using a flash-card system one can retain those areas needing more attention and increase the review interval on those items already mastered. The online systems build in positive reinforcement in the forms of points, badges or levels. 

Lastly, make sure you time your review sessions. Practice must be an adequate amount of time to get through the material in total but not so long as to tire the learner. Concentration wanes after long study sessions. An average recommended time is to spend 30 minutes focusing on a subject then taking a break of at least five minutes. Interleave the concepts in this study time. For example, don’t just focus on one type of problem in the study block but include examples of various problem types. Then come back and practice these problems again. 

In conclusion, plan your study time. Set a goal. Practice by quizzing yourself and interspersing material throughout. Relate the material to life experiences, if possible. Keep track of your progress. Study in predetermined time slots over time, spacing the learning, not cramming it altogether before a test. 

Works Cited

Butler, A. C. (2010). Repeated testing produces superior transfer of learning to relative to repeated studying. Journal of Experimental Psycholgy: Learning, Memory, and Cognition, 1118-1133.

Farnam Street Learning Company. (2018). The Spacing Effect: How to Improve Learning and Maximize Retention.Retrieved from Farnam Street: https://fs.blog/2018/12/spacing-effect/

Gagnon, M., & Cormier, S. (2019). Retrieval Practice and Distributed Practice: The Case of French Canadian Students. Canadian Journal of School Psychology, 83-97.

Kang, S. H. (2016). Spaced Repetition Promotes Efficient and Effective Learning: Policy Implications for Instruction. Instructional Strategies, 12-19.

Kornell, N. (2009). Optimising learning using flashcards: Spacing is more effective than cramming. Applied Cognitive Psychology, 1297-1317.

Kornell, N., & Bjork, R. A. (2008). Learning concepts and categories: Is spacing the “Enemy of induction”?Retrieved from https:??doi.org/10.1111/j.1467-9280.2008.02127.x