Spaced Repetition
Forget, then retrieve — that’s where the learning happens.
What the Research Says
The brain remembers things better when you review them just as you’re about to forget them. Cram everything the night before and it’s gone within a week. Revisit the same material on day one, day three, day seven, day fourteen and it sticks for months. This is the single biggest difference between students who peak in mocks and students who peak in the real exam.
Evidence Base
| Study | Finding | Impact |
|---|---|---|
| Ebbinghaus (1885) | Without revisiting, 50% of what you learn is lost within an hour and 80% within a day. | The forgetting curve is real — and steeper than most students realise. |
| Cepeda et al. (2006) | Meta-analysis of 254 studies: spaced practice beat massed practice in 259 out of 271 comparisons. | Spacing works across ages, subjects, and skills. |
| Kang (2016) | Optimal gap ≈ 10–20% of the time until the test. For a May exam, that means revisiting material every 3–6 weeks from Year 10. | You can plan exactly when to revisit a topic. |
| Sisti et al. (2007) | Neurons form stronger connections during the “almost forgotten” moment of retrieval. | Struggling to recall IS the learning, not a sign you’ve failed. |
Step-by-Step Method
- 1Learn a topic today — read the lesson, watch the video, write notes. Mark it in a diary or app with today’s date.
- 2Review in 24 hours — do a retrieval practice brain dump, or redo the knowledge check. 5–10 minutes.
- 3Review again in 3 days — if you got it right yesterday, push the gap. Repeat the retrieval.
- 4Review again in 7 days — by now the material is consolidating into long-term memory.
- 5Review again in 2–3 weeks — gap the next review to 14 days, then 30, then 60.
- 6If you fail a review — reset the schedule. Back to day 1. Don’t skip the reset — it’s the point of the system.
On the day you cover each core study or explanation — Asch, Milgram, Zimbardo, Bandura’s social learning theory, Eysenck’s criminal personality theory, Piaget, McGarrigle and Donaldson, Hughes, the multi-store model, Bartlett’s reconstructive memory, Freud’s theory of dreaming, Hobson and McCarley’s activation-synthesis theory — add it to a running schedule with review dates at day 1, day 3, day 7, day 14 and day 30. On each review, write the aim, procedure, findings and one strength and one weakness in four short bullets. By exam day each of the named studies should have been revisited at least four times. Students who try to learn all studies in the final fortnight reliably confuse the procedures of Asch and Milgram or attribute the multi-store model’s serial position finding to Bartlett — spacing prevents these mark-affecting mix-ups.
When you reach Piaget's Theory of Cognitive Development (Development, L2), add it to a theorist review log that already contains the multi-store model (Memory), Freud’s psychoanalytic theory and Hobson and McCarley’s activation-synthesis theory of dreaming (Sleep and Dreaming), and the situational explanation of obedience (Social Influence). Schedule each theorist for review at day 1, day 3, day 7 and day 14. On every review, write the theorist's name, the core claim in one sentence, one piece of supporting evidence, and one criticism. Theory comparison questions ("compare Freud and Hobson and McCarley") are predictable on the exam; the only way to handle them under pressure is to have the comparison already rehearsed.
Common Pitfalls
- Reviewing too often. If it’s easy, the gap is too short. Make it harder by stretching the interval.
- Reviewing too late. If you’ve completely forgotten, you’re essentially re-learning from scratch — you lose the benefit of spacing.
- No written schedule. Spaced repetition works only if you actually do the reviews. Use a calendar, the StudyVault flashcard system, or a simple Leitner box.
- Skipping resets when you fail. If you couldn’t recall the material, you haven’t learnt it — regardless of how far through the schedule you were.
When to Use This
This is the organising principle of your whole revision year — not a technique you pull out near the exam. From the first lesson of Year 10, log every topic you cover and schedule reviews at 1 day, 3 days, 7 days, 14 days, and 30 days. The StudyVault flashcard system does this automatically via the Leitner method — questions move between five boxes with intervals of 1, 2, 4, 7, and 14 days. When a card comes up, do it. When it doesn’t, don’t.