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The “spacing effect” refers to the fact that longer intervals between exposures (such as successive presentations of online pop-ups) result in better learning than shorter intervals. This article offers nine empirical generalizations (EGs) about the overall size of the spacing effect and the conditions that make a difference. Our EGs are based on results of a meta-analysis of laboratory experiments in cognitive psychology and marketing. We make several propositions about the implications of our results for planning advertising schedules for the new media as well as more traditional media.
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