LAUSR

Successive relearning involves practicing a task until it is performed correctly and then practicing it again until it is performed correctly during other spaced practice sessions. Despite its widespread use outside of education, few students use this approach to obtain and maintain knowledge in formal educational settings. We review evidence that demonstrates its potency and emphasize how investigations of successive relearning will shift research agendas away from single-session studies in which time on task is fixed toward studies involving multiple practice sessions in which time on task is tailored for students and is treated as an outcome variable of interest. Doing so arguably will align the outcomes of cognitive-education research with real-world learning objectives by revealing not only the benefits of using successive relearning (or any learning technique) but also the time required to obtain those benefits.