MIT Press Journals - Journal of Cognitive Neuroscience - Early Access - Abstract
Abstract of neuroscience research attempting to determine why spaced learning is effective. This seems to be just testing recognition and memorization, not any higher level thinking.
Spaced learning usually leads to better recognition memory as compared with massed learning, yet the underlying neural mechanisms remain elusive.
Recognition memory tests afterward revealed a significant spacing effect: Participants recognized more items learnt under the spaced learning condition than under the massed learning condition.
