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.

连续再学习包括练习一项任务，直到正确执行，然后再次练习，直到在其他间隔的练习中正确执行。尽管它在教育之外广泛使用，但很少有学生使用这种方法在正规教育环境中获取和保持知识。我们回顾了证明其效力的证据，并强调了对连续再学习的调查将如何将研究议程从固定任务时间的单期研究转向涉及多个实践期的研究，在这些研究中，任务时间是为学生量身定制的，并被视为感兴趣的结果变量。