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  • Kornmeier, J., Sosic-Vasic, Z., & Joos, E. (2022). Spacing learning units affects both learning and forgetting. Trends in Neuroscience and Education, 26, 100173. https://doi.org/10.1016/j.tine.2022.100173

    Spaced learning produces better learning performance than extended learning periods without or with little interruptions. This "spacing effect" exists on different time scales, ranging from seconds to months. We recently found large spacing effects with a hitherto rarely investigated 12-hours spacing interval. The present study tested for potentially larger learning effects in the temporal vicinity of 12 h and analyzed spacing effects separately for learning and forgetting. 102 participants learned 40 German-Japanese vocabulary pairs in separate conditions with 7.5 min and 4-, 8-, 12-, and 24-hours spacing intervals. Two final tests were executed after retention intervals of 24 h and 7 days. The 7.5-min spacing interval produced a steeper initial learning curve than all other spacing intervals. 24 h after the last learning unit, we found almost no forgetting in the 4-, 8- and 12-hours spacing conditions, but about 9.3% and 3.6% forgetting in the 7.5 min and 24 h spacing conditions. After 7 days, forgetting was in the range of 13% for all conditions between 4 and 24 h. The 7.5 min condition produced 34% forgetting. Our results indicate that spacing intervals in the range of 8 h ± 4 h provide high learning performance and can be easily integrated in our daily schedules.

  • Neumann, F., Oberhauser, V., & Kornmeier, J. (2020). How odor cues help to optimize learning during sleep in a real life-setting. Scientific Reports, 10(1), 1227. https://doi.org/10.1038/s41598-020-57613-7

    Effortless learning during sleep is everybody's dream. Several studies found that presenting odor cues during learning and selectively during slow wave sleep increases learning success. The current study extends previous research in three aspects to test for optimization and practical applicability of this cueing effect: We (1) performed a field study of vocabulary-learning in a regular school setting, (2) stimulated with odor cues during the whole night without sleep monitoring, and (3) applied the odor additionally as retrieval cue in a subsequent test. We found an odor cueing effect with comparable effect sizes (d between 0.6 and 1.2) as studies with sleep monitoring and selective cueing. Further, we observed some (non-significant) indication for a further performance benefit with additional cueing during the recall test. Our results replicate previous findings and provide important extensions: First, the odor effect also works outside the lab. Second, continuous cueing at night produces similar effect sizes as a study with selective cueing in specific sleep stages. Whether odor cueing during memory recall further increases memory performance hast to be shown in future studies. Overall, our results extend the knowledge on odor cueing effects and provide a realistic practical perspective on it.

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