The spacing effect is one of the most robust and replicable phenomena in psychological science, and holds promise for improving children's learning outcomes in educational settings. However, there is a striking limitation in the literature: very few studies have been conducted with young children (0–5-year-olds). Moreover, most studies examine children's learning on the group level, whereas early curricula typically focus on both group and individual outcomes. We predict that developmental and individual differences in visual attention, memory, prior knowledge, and metamemory will affect children's learning on massed and spaced schedules. Thus, we argue that the next critical step in research on the spacing effect is to develop a developmental and individual differences account. Indeed, this account will address limitations in theory and barriers in implementing the spacing effect in early educational settings.

间隔效应是心理学中最健壮和可复制的现象之一，并有望在教育环境中改善儿童的学习成果。但是，文献中有一个惊人的局限性：很少有针对幼儿（0-5岁）的研究。此外，大多数研究都是在小组水平上检查儿童的学习情况，而早期课程通常侧重于小组和个人成果。我们预测视觉注意力，记忆力，先验知识和元记忆的发育差异和个体差异会影响儿童按既定时间表进行学习。因此，我们认为对间距效应的研究的下一个关键步骤是建立一个发展差异和个体差异的解释。确实，