This learning system is based on spaced repetition and active recall, two evidence-based methods supported by cognitive science.
Spaced repetition schedules reviews at gradually increasing intervals. Cards you remember successfully appear less often, while cards you find difficult return sooner. This helps strengthen long-term memory and allows you to focus your study time where it is most effective.
Each study session includes:
- All cards currently due for review, with no limit
- A selection of new cards you have not studied before
A card becomes due when its scheduled review date arrives.
New Cards per Session
- Words: 20 new cards
- Phrases: 10 new cards
- 3-Point Packs: 5 new cards
You can complete multiple sessions per day. Each new session may include another batch of new cards, when available, together with any cards currently due for review.
Your Progress
The flashcard dashboard shows two key metrics to track your learning:
Cards Studied The total number of unique cards you have reviewed at least once. This shows the breadth of your vocabulary exposure—every word you've encountered in your study sessions.
Cards Mastered Words with review intervals of 30 days or longer. These are cards you've successfully reviewed multiple times and rated as "Good" or "Easy" consistently. The system has determined you're likely to remember these words long-term, so they appear much less frequently in your review sessions.
As you continue studying, you'll see your "Cards Studied" grow as you encounter new vocabulary, while "Cards Mastered" shows how much of that vocabulary has moved into your long-term memory.
Rate Each Card
Again — 1
Choose Again when you did not remember the answer.
- The card will appear again during the current session.
- Its review interval will be reduced so it returns sooner.
Good — 2
Choose Good when you remembered the answer correctly.
- The review interval approximately doubles.
- Example: 1 day → 2 days → 4 days → 8 days
Easy — 3
Choose Easy when the answer was immediate and required little effort.
- The review interval increases more quickly.
- Example: 4 days → 10 days → 25 days → 62 days
The better you know a card, the longer the system waits before showing it again. Review intervals can increase up to a maximum of six months.
When a card reaches an interval of 30 days or more, it moves into your "Cards Mastered" count—the system recognizes you've learned this word well enough that you're likely to remember it long-term.
Example Study Schedule
Day 1 — Morning Start a Words session and receive up to 20 new word cards.
Day 1 — Afternoon Start another session and receive another batch of new cards, if available.
Day 2 Start a new session and receive cards that are due for review, together with additional new cards.
You control your own pace and can study as much or as little as your schedule allows.
Study Tips
- Use the keyboard shortcuts: Space to reveal the answer and 1, 2, or 3 to rate the card.
- Rate cards honestly so the system can schedule reviews effectively.
- Select Browse Cards to view your cards and overall progress.
- Study consistently. Regular daily practice is generally more effective than occasional cramming.
Starting as an Intermediate Learner
If you already know some Swedish, you can save time by filtering out words you already know:
- Visit Browse Cards for any deck
- Browse through the cards
- Click Skip for 6 Months on cards you already know well
- Start your study sessions with only the words you need to learn
This allows you to focus your study time on vocabulary gaps rather than reviewing words you already use confidently.
Scientific Basis
The system applies principles from research on the spacing effect, retrieval practice, and adaptive review scheduling. Research has shown that information is retained more effectively when learning is distributed over time and when learners actively retrieve information from memory rather than only rereading it.
References
Cepeda, N. J., Pashler, H., Vul, E., Wixted, J. T., and Rohrer, D. (2006). Distributed practice in verbal recall tasks: A review and quantitative synthesis. Psychological Bulletin, 132(3), 354–380.
Karpicke, J. D., and Roediger, H. L. III. (2008). Repeated retrieval during learning is the key to long-term retention. Journal of Memory and Language, 57(2), 151–162.
Roediger, H. L. III, and Karpicke, J. D. (2006). Test-enhanced learning: Taking memory tests improves long-term retention. Psychological Science, 17(3), 249–255.