Spacing and Interleaving Effects Require Distinct Theoretical Bases: a Systematic Review Testing the Cognitive Load and Discriminative-Contrast Hypotheses

Abstract Spaced and interleaved practices have been identified as effective learning strategies which sometimes are conflated a single strategy at other times treated distinct. Learning sessions in studying information or practicing problems spaced time with rest-from-deliberate-learning periods between generally result better outcomes than massed practice without periods. Interleaved also consists of sessions, but by interleaving topics rather having Interleaving is usually contrasted blocking each topic taught block that provides an example practice. The general finding more for blocked attributed to spacing. In the current paper, presence used distinguish We suggest cognitive load effect can be explained working memory resource depletion during effort recovery rest-from-deliberate-learning, while discriminative-contrast hypothesis positing assists learners discriminate areas. A systematic review literature evidence this suggestion.