The following articles cite:

• Cepeda, N. J., Pashler, H., Vul, E., Wixted, J. T., & Rohrer, D. (2006). Distributed practice in verbal recall tasks: A review and quantitative synthesis. Psychological Bulletin, 132, 354-380. [490k pdf]
• Abstract
• A meta-analysis of the distributed practice effect was performed to illuminate the effects of temporal variables that have been neglected in previous reviews. This review found 839 assessments of distributed practice in 317 experiments located in 184 articles. Effects of spacing (consecutive massed presentations vs. spaced learning episodes) and lag (less spaced vs. more spaced learning episodes) were examined, as were expanding inter-study interval effects. Analyses suggest that inter-study interval (ISI) and retention interval operate jointly to affect final test retention; specifically, the ISI producing maximal retention increased as retention interval increased. Areas needing future research and theoretical implications are discussed.

• 2008 (cited by 2)
• Cepeda, N. J., Vul, E., Rohrer, D., Wixted, J. T., & Pashler, H. (in press). Spacing effects in learning: A temporal ridgeline of optimal retention. Psychological Science.
• Kornell, N., & Bjork, R. A. (in press). Optimizing self-regulated study: The benefits-and costs-of dropping flashcards. Memory.
• 2007 (cited by 13)
• Butler, A. C., & Roediger, H. L. (2007). Testing improves long-term retention in a simulated classroom setting. European Journal of Cognitive Psychology, 19, 514-527.
• Karpicke, J. D., & Roediger, H. L. (2007). Expanding retrieval practice promotes short-term retention, but equally spaced retrieval enhances long-term retention. Journal of Experimental Psychology: Learning, Memory, and Cognition, 33, 704-719.
• Karpicke, J. D., & Roediger, H. L. (2007). Repeated retrieval during learining is the key to long-term retention. Journal of Memory and Language, 57, 151-162.
• Kornell, N., & Bjork, R. A. (2007). The promise and perils of self-regulated study. Psychonomic Bulletin and Review, 14, 219-224.
• Metcalfe, J., & Kornell, N. (2007). Principles of cognitive science in education: The effects of generation, errors, and feedback. Psychonomic Bulletin and Review, 14, 225-229.
• Metcalfe, J., Kornell, N., & Son, L. K. (2007). A cognitive-science based programme to enhance study efficacy in a high and low risk setting. European Journal of Cognitive Psychology, 19, 743-768.
• Pashler, H., Bain, P. M., Bottge, B. A., Graesser, A., Koedinger, K., McDaniel, M. A., & Metcalfe, J. (2007). Organizing instruction and study to improve student learning: IES practice guide (NCER 2007-2004). Washington, DC: National Center for Education Research, Institute of Education Sciences, U. S. Department of Education.
• Pashler, H., Rohrer, D., Cepeda, N. J., & Carpenter, S. K. (2007). Enhancing learning and retarding forgetting: Choices and consequences. Psychonomic Bulletin and Review, 14, 187-193.
• Rohrer, D., & Pashler, H. (2007). Increasing retention without increasing study time. Current Directions in Psychological Science, 16, 183-186.
• Rohrer, D., & Taylor, K. (2007). The shuffling of mathematics problems improves learning. Instructional Science, 35, 481-498.
• Smith, T. A. (2007). Spacing and the delay-retention effect: An alternative explanation of the effects of feedback timing on semantic learning (Masters Thesis, University of Texas at Arlington).
• Soderlund, G. B. W. (2007). Noise improves cognitive performance in children with dysfunctional dopaminergic neurotransmission (Doctoral Dissertation, Stockholm University).
• Takashima, A., Nieuwenhuis, I. L. C., Rijpkema, M., Petersson, K. M., Jensen, O., & Fernandez, G. (2007). Memory trace stabilization leads to large-scale changes in the retrieval network: A functional MRI study on associative memory. Learning and Memory, 14, 472-479.
• 2006 (cited by 3)
• Balota, D. A., Duchek, J. M., Sergent-Marshall, S. D., & Roediger, H. L. (2006). Does expanded retrieval produce benefits over equal-spacing? explorations of spacing effects in healthy aging and early stage Alzheimer's disease. Psychology and Aging, 21, 19-31.
• Pashler, H., Rohrer, D., & Cepeda, N. J. (2006). Temporal spacing and learning. Observer, 19, 19.
• Roediger, H. L., & Karpicke, J. D. (2006). The power of testing memory: Basic research and implications for educational practice. Perspectives on Psychological Science, 1, 181-210.