Going beyond the spacing effect: Does it matter how time on a task is distributed?

We assessed the effects of removing some constraints that characterise traditional experiments on the effects of spaced, rather than massed, study opportunities. In five experiments-using lists of to-be-remembered words-we examined the effects of how total study time was distributed across multiple repetitions of a given to-be-remembered word. Overall, within a given list, recall profited from study time being distributed (e.g., four 1-s presentations or two 2-s presentations vs one 4-s presentation). Among the implications of these findings is that if students choose to engage in massed studying (by virtue of constraints on their study time or a failure to appreciate the benefits of spaced study sessions), then studying the information twice but for half the time may produce memory benefits in a single study session.