Why are temporally distributed practices (e.g., spacing and interleaving) that optimize learning outcomes in adults not equally helpful for children?

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Temporally distributed practice (e.g., spacing and interleaving) is often found to promote adults long-term performance in verbal memory tasks, such as list/paragraph recall, word learning, and paired associates. However, their benefits are not as evident in childrens learning. Why are these strategies that optimize learning outcomes in adults not equally helpful for children?

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