Beta testing starts in August 2026
RevoMemo was built on four decades of research. Every flashcard, every review, and every decision in the app stems from science — not intuition.
Based on research into spaced repetition and active recall.
Spaced repetition effect
Fig. 2 - Spaced repetition slows down the forgetting process
It's not about how many times you see something. It's about when you come back to it.
What's happening in practice
Day 0 → you learn the word
Day 1–2 → you start forgetting
Review → memory returns to ~100%
Another repetition → you forget more slowly
After a few cycles → the word moves to long-term memory
Why does this work
That's why RevoMemo doesn't try to extend learning sessions. It shows a word in context and returns to it when a reminder requires effort.
Sign up for beta testing.You'll lose most of the knowledge within a few days
Memory stabilizes at a high level. Each repetition "resets" the forgetting curve.
Flip the flashcard and check how the app works.Fig. 1 — Ebbinghaus' forgetting curve vs. retention through SRS
RevoMemo combines cognitive science, linguistics, and memory psychology into a single, cohesive learning system.
Research on the forgetting curve (Hermann Ebbinghaus) shows that information is best retained when it is reviewed at increasingly longer intervals. RevoMemo uses FSRS as an open review scheduler whose quality is compared in Open Spaced Repetition benchmarks.
Instead of passive reading, RevoMemo forces the brain to actively retrieve information. This strengthens neural connections far more effectively than traditional methods.
Cognitive linguists confirm that words learned in natural sentence contexts result in deeper encoding and are far less likely to be forgotten (Laufer & Hill, 2000). That’s why context—created by you—is central to RevoMemo.
Discover innovative features that help you create this context.Regular active recall and review practice supports the consolidation of memory traces. I base the FSRS schedule on an open model and public Open Spaced Repetition benchmarks.
"The distributed practice effect is one of the most replicable phenomena in cognitive psychology."
Cepeda et al., 2006 — Psychological Bulletin, Vol. 132(3)Indicative Cohen's d effect sizes gathered from the literature.
Treat "d" values as a map of effect strength, not a product result promise. The higher the value, the larger the observed retention difference between methods.
d is a measure of effect size (Cohen’s d): 0.2 small, 0.5 medium, 0.8+ large effect.
Selected studies and sources that provide the scientific context for RevoMemo. Some of these findings translate directly into features in the app.
Still have doubts about how it works? Find answers in the FAQ section.A meta-analysis of 254 studies showed that spaced repetition significantly outperforms one-time learning (averaging ~47% retention with spaced repetition vs. 37% with massed learning). The largest effects were observed in vocabulary learning.
The public Open Spaced Repetition benchmark compares the predictive accuracy of review-scheduling algorithms, including successive FSRS versions, using review-history data.
The 2022 KDD paper describes SSP-MMC, related work on optimizing review schedules. It is not a paper describing FSRS or FSRS-6.
Learning words in natural sentence contexts—with translations at hand—creates deeper semantic encoding and significantly better retention than word pairs without context.
The task-induced involvement model shows that word retention improves when the learner has to actively search for meaning, evaluate use, and connect the new word with context.
Research shows significant benefits of active recall (testing) compared to passive rereading. In the long term, testing leads to substantially higher retention rates.
According to the dual-coding theory (Paivio) and the phonological loop (Baddeley), simultaneously reading and listening to a word creates an additional memory trace, making it easier to retain.
Self-referential content is remembered significantly better than neutral material. Personalizing information leads to a stronger memory trace.
Emotionally engaging content activates the amygdala during encoding, leading to stronger memory consolidation. Matching sentences to personal preferences may enhance this mechanism.
Around 3,000 of the most common word families provide a strong foundation for everyday spoken language. To read longer texts fluently, you usually need a larger vocabulary.
How does RevoMemo work? — It ties everything together.
From generating the first flashcard to its review — every decision is based on memory research.
Sentence built around your interests
→ Effect of self-referenceKnown word woven into a learned sentence
→ Semantic anchor L1Sound activates additional perception channels
→ Dual CodingDesirable Difficulty — Struggle Strengthens Memory
→ Testing EffectNext Review Matched to the Curve
→ Optimal Spacing[1] Cepeda, Pashler, Vul, Wixted & Rohrer. (2006). Distributed practice in verbal recall tasks: A review and quantitative synthesis. Psychological Bulletin, 132(3), 354–380.
[2] Open Spaced Repetition. (2023). SRS Benchmark. Open-source repository.
[3] Ye, Su & Cao. (2022). A Stochastic Shortest Path Algorithm for Optimizing Spaced Repetition Scheduling. Proc. of the 28th ACM SIGKDD.
[4] Laufer & Hill. (2000). What lexical information do L2 learners select in a CALL dictionary and how does it affect word retention?. Language Learning & Technology, 3(2), 58–76.
[5] Laufer & Hulstijn. (2001). Incidental vocabulary acquisition in a second language: The construct of task-induced involvement. Applied Linguistics, 22(1), 1–26.
[6] Roediger & Karpicke. (2006). Test-Enhanced Learning: Taking Memory Tests Improves Long-Term Retention. Psychological Science, 17(3), 249–255.
[7] Baddeley. (1986). Working Memory. Oxford University Press.
[8] Rogers, Kuiper & Kirker. (1977). Self-Reference and the Encoding of Personal Information. Journal of Personality & Social Psychology, 35(9).
[9] Cahill, Prins, Weber & McGaugh. (1994). Beta-adrenergic activation and memory for emotional events. Nature, 371, 702–704.
[10] Nation. (2001). Learning Vocabulary in Another Language. Cambridge University Press.
