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Spaced repetition: why it works and how to get started

Why we forget so quickly, what the spacing effect is, and how to set up a simple review plan that actually works.

· 3 min read

You know the feeling: the night before a test, everything seems clear, and a week later only scraps of the same material are left. It’s not a sign of a bad memory - that’s how forgetting works for everyone. The good news: you can use it to your advantage.

Why we forget

In the late 19th century, Hermann Ebbinghaus tested on himself how quickly newly learned information fades. Most of it slipped away in the first hours and days, and after that the rate of forgetting slowed down. This shape is called the forgetting curve.

But the most important finding is a different one: every successful recall makes the next round of forgetting slower. Knowledge you review at the right moment stays with you longer.

The spacing effect

The same number of reviews gives longer-lasting results when you spread them over several days than when you squeeze them into a single evening. This is the spacing effect - one of the best-established findings in the psychology of learning. Cramming might get you through tomorrow, but it fades fast - and final exams, whether in college or at the end of high school, cover material from months ago.

A simple plan to get started

  1. Day 0 - learn the material and right away give yourself a short quiz from memory.
  2. Day 1 - first review.
  3. Day 3 - second review.
  4. Day 7 - third review.
  5. Then every 2–3 weeks - until the exam.

The intervals don’t have to be exact to the day. What matters is that they keep getting longer, and that the things you struggle with come back more often than the ones you already remember well.

Recall instead of rereading

Reviewing isn’t the same as rereading your notes. Rereading creates the illusion that you know everything, because the text looks familiar. Active recall is much more effective: close your notebook and try to reproduce the definition, solve a problem or answer a question. Only then check.

The simplest tool for this is flashcards: a question on one side, the answer on the other. Cards you remember get set aside for longer, while the ones you struggle with come back sooner.

Sources

We checked the facts on this page against these sources. All of them may be reused freely: they carry an open licence or are not covered by copyright.

  1. Wikisource - Ebbinghaus (1885/1913), Memory: A Contribution to Experimental Psychology, ch. 7: Retention and obliviscence as a function of the time (forgetting is very rapid at first, then slows) · public domain
  2. Wikisource - Ebbinghaus (1885/1913), Memory, ch. 8: Retention as a function of repeated learning (repetitions spread over time beat massing them at once) · public domain
  3. Murre & Dros (2015) - Replication and Analysis of Ebbinghaus’ Forgetting Curve (PLOS ONE) · CC BY 4.0
  4. Settles & Meeder (2016) - A Trainable Spaced Repetition Model for Language Learning (ACL; spacing effect versus cramming, growing intervals, the Leitner system for flashcards) · CC BY 4.0
  5. Mawson & Kang (2025) - The Distributed Practice Effect on Classroom Learning: A Meta-Analytic Review of Applied Research (Behavioral Sciences, PMC) · CC BY 4.0
  6. Trumble, Lodge, Mandrusiak & Forbes (2024) - Systematic review of distributed practice and retrieval practice in health professions education (Advances in Health Sciences Education, PMC; spacing and retrieval practice improve grades) · CC BY 4.0
  7. Carpenter & Sanchez (2025) - A closer look at students’ knowledge of effective learning strategies (Cognitive Research: Principles and Implications, PMC; retrieval practice versus rereading) · CC BY 4.0
  8. Wikipedia - Forgetting curve · CC BY-SA 4.0
  9. Wikipedia - Spaced repetition · CC BY-SA 4.0