Carew, T. J., Pinsker, H. M., & Kandel, E. R. (1972). Long-term habituation of a defensive withdrawal reflex in Aplysia. Science, 175(4020), 451-454. https://doi.org/10.1126/science.175.4020.451

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Conditioning in non-human animals:
- Long-term habituation of a defensive withdrawal reflex in Aplysia

Verbal learning:
- Maintenance of foreign language vocabulary and the spacing effect

Motor learning:
- Contextual interference effects on the acquisition, retention, and transfer of a motor skill

Learning educational material:
- An information-processing analysis of college teaching
- Self-regulated spacing in a massive open online course is related to better learning

References displaying the spacing effect in different domains

Long-term habituation of a defensive withdrawal reflex in Aplysia

Bahrick, H. P., Bahrick, L. E., Bahrick, A. S., & Bahrick, P. E. (1993). Maintenance of foreign language vocabulary and the spacing effect. *Psychological Science*, *4*(5), 316-321.

Maintenance of foreign language vocabulary and the spacing effect

Shea, J. B., & Morgan, R. L. (1979). Contextual interference effects on the acquisition, retention, and transfer of a motor skill. Journal of Experimental Psychology: Human Learning and Memory, 5(2), 179. https://doi.org/10.1037/0278-7393.5.2.179

Contextual interference effects on the acquisition, retention, and transfer of a motor skill

Bjork, R. A. (1979). Information‐processing analysis of college teaching. Educational Psychologist, 14(1), 15-23. https://doi.org/10.1080/00461527909529203

An information-processing analysis of college teaching

Rodriguez F, Rivas MJ, Matsumura LH, Warschauer M, Sato BK (2018) How do students study in STEM courses? Findings from a light-touch intervention and its relevance for underrepresented students. PLOS ONE 13(7): e0200767. https://doi.org/10.1371/journal.pone.0200767

How do students study in STEM courses? 

Carvalho, P. F., Sana, F., & Yan, V. X. (2020). Self-regulated spacing in a massive open online course is related to better learning. *npj Science of Learning*, *5*(2), 1-7. https://doi.org/10.1038/s41539-020-0061-1

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