“…However, the beneficial effect of distributed practice has also been found in primary school children learning pictures (e.g., Toppino & DiGeorge, 1984;Toppino, Kasserman, & Mracek, 1991), words (e.g., Toppino & DeMesquita, 1984), or a combination of pictures and words (e.g., Cahill & Toppino, 1993;Rea & Modigliani, 1987;Toppino, 1993). Moreover, some studies have demonstrated that distributed practice enhances foreign vocabulary learning in undergraduate students (e.g., Bahrick, Bahrick, Bahrick, & Bahrick, 1993;Bloom & Shuell, 1981).…”