Editing Spacing effect (section)

===Learning and pedagogy===
The long-term effects of spacing have also been assessed in the context of learning a foreign language. Bahrick et al. (1993)<ref>{{Cite journal |last=Bahrick |first=Harry P. |last2=Bahrick |first2=Lorraine E. |last3=Bahrick |first3=Audrey S. |last4=Bahrick |first4=Phyllis E. |date=1993 |title=Maintenance of Foreign Language Vocabulary and the Spacing Effect |url=https://www.jstor.org/stable/40063054 |journal=Psychological Science |volume=4 |issue=5 |pages=316–321 |issn=0956-7976}}</ref> examined the retention of newly learned foreign vocabulary words as a function of relearning sessions and intersession spacing over a nine-year period.

Both the amount of relearning sessions and the number of days in between each session have a major impact on retention (the repetition effect and the spacing effect), yet the two variables do not interact with each other.

For all three difficulty rankings of the foreign words, recall was highest for the 56-day interval as opposed to a 28-day or a 14-day interval. Additionally, 13 sessions spaced 56 days apart yielded comparable retention to 26 sessions with a 14-day interval.

These findings have implications for educational practices. Current school and university curricula rarely provide students with opportunities for periodic retrieval of previously acquired knowledge.<ref>[http://www.huffingtonpost.co.uk/james-gupta/the-death-of-the-universi_b_8173492.html "The death of the university lecture"], Huffington Post, retrieved 2016-25-04</ref> Without spaced repetitions, students are more likely to forget foreign language vocabulary.