Using spaced review to combat the forgetting curve!
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These few slides illustrate the power of review and continuous learning strategy in learning and skill building.
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Operant conditioning
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psychology of forgetting
Forgetting is the opposite of remembering and occurs when information is not retained in memory. Psychologist Hermann Ebbinghaus scientifically studied forgetting using nonsense syllables with himself as the subject. His findings, known as the Ebbinghaus Forgetting Curve, showed that information is often lost quickly after learning and that factors like rehearsal affect how quickly memories are lost. There are many factors that can cause forgetting, including encoding failure, the natural decay of memory traces over time, lack of rehearsal or use of learned material, interference from other materials being learned, and amnesia from brain damage.
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Drive reduction theory
The drive-reduction theory of motivation posits that all behavior is motivated by the biological need to reduce physiological drives or tensions. Clark Hull created this theory to explain that drives like hunger, thirst, and sex arise from biological needs or deficits and create a state of tension that motivates behaviors to restore homeostasis and reduce the drive. However, the theory fails to explain risk-seeking behaviors that do not reduce tension.
Behaviorism
This document discusses behaviorism, which originated from John B. Watson. It was developed further by B.F. Skinner through experiments with operant conditioning. Behaviorism views human behavior as something that can be studied objectively like animals. It focuses on observable behaviors rather than internal mental states. The document outlines some key people in behaviorism like Watson and Skinner. It also discusses the positives and negatives of behaviorism, such as how positive reinforcement can encourage learning but negative stereotypes could impair a student's experience.
Operant conditioning
Operant conditioning outlines key concepts including Thorndike's law of effect where behaviors followed by positive outcomes are strengthened and negative outcomes weakened. It discusses Thorndike's experiments showing stimulus-response learning and Skinner's extension of operant conditioning where consequences reinforce or punish behaviors. The document contrasts reinforcement and punishment types and covers generalization, discrimination, and extinction in operant conditioning.
Conflict and theme
This document defines and provides examples of common literary terms including:
- Internal and external conflict that can occur between a character and themselves, others, nature or society.
- Themes that are inferred views about life and human behavior.
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Forgetting and theories of forgetting
Forgetting occurs when previously stored information cannot be retrieved. There are several theories for why forgetting occurs, including decay theory, interference theory, and retrieval failure theory. Decay theory proposes that memories fade over time as the memory traces in the brain weaken without reinforcement. Interference theory suggests that new learning can interfere with retrieving older memories. Retrieval failure theory posits that forgetting is due to an inability to access stored information using the appropriate retrieval cues, rather than the information actually being lost.
Oded Ilan: Facing the Forgetting Curve
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The document summarizes recent research showing that using quizzes and tests can slow the rate of forgetting compared to restudying. Several experiments are described that show retrieval practice through quizzing leads to better retention of material over time than just re-reading or restudying. The key finding is that testing ourselves on material through retrieval practice modifies our memory in a way that makes the information more retrievable later.
Lesson 1 forgetting curve 2015
Forgetting Curve - The Work of Ebbinghaus
Generally we forget about 60% of what we have just processed within the first 20 minutes. More than half of memory loss occurs within the first hour. Most of the material that will be forgotten is done so within the first 8 hours, then it steadies out. If information is stored in memory, it is available. If information can be recovered and brought into conscious awareness, it is accessible. If information is not available, it cannot be accessed.
Lesson 2 forgetting curve
The document discusses Hermann Ebbinghaus's work on the forgetting curve and its implications. It summarizes that according to Ebbinghaus's research, people forget about 60% of new meaningless information within the first 20 minutes, with over half of total memory loss occurring within the first hour. Most forgetting happens within the first 8 hours and then levels off. Factors like meaningfulness of information, extended learning periods, and effective encoding can reduce forgetting. The document also outlines different measures of memory retention like recall, recognition, and relearning, and explains how recognition and relearning are more sensitive measures of retained memory compared to recall.
Chapter06
This document provides an overview of memory processes including encoding, storage and retrieval. It discusses the different types of memory like sensory memory, short-term memory, working memory and long-term memory. The document also examines factors that influence memory like forgetting, false memories, eyewitness testimony and the impact of culture on memory.
Chapter09
This document provides an overview of key concepts from Chapter Nine of a developmental psychology textbook. It discusses several topics related to lifespan development, including genetic contributions, prenatal development, infant development, childhood cognitive development theories, adolescence, and more. Key concepts are defined, such as genes and DNA. Developmental milestones and theories from researchers like Piaget and Vygotsky are summarized.
Cognition memory thinking_language
Psychologists describe the human memory system using information processing models, such as the three-stage model of memory and the working memory model. Information can be encoded automatically or effortfully, and distributing practice over time aids retention better than cramming. Effortful encoding methods like mnemonic devices, chunking, and relating information to ourselves can help form stronger memories.
Theories of forgetting
The document discusses several theories of forgetting. It defines different types of forgetting such as natural forgetting, morbid forgetting, general forgetting, and specific forgetting. It also outlines some key theories of why forgetting takes place, including trace decay theory, displacement in short-term memory, encoding failure, interference and retrieval failure in long-term memory, and motivated forgetting through suppression and repression.
Cognitive processes
1. Hermann Ebbinghaus conducted early studies on memory using nonsense syllables and discovered the savings method, where relearning a list is faster the second time.
2. Memory follows a forgetting curve where most is lost within a day and continues slowly declining over time.
3. The multi-store model of memory includes sensory memory, short-term memory, and long-term memory, each with different capacities and durations. Information moves between stores through rehearsal and encoding.
Forgetting and Remembering
1) The document outlines various theories and factors related to remembering and forgetting, including organization of memories in networks, forgetting curves, reasons for forgetting like interference and amnesia, and strategies for improving memory like mnemonics.
2) It discusses a study comparing decay theory and displacement theory as explanations for forgetting from short-term memory. The study used a probe-digit procedure with lists presented at slow and fast rates to separate the effects of time from additional digits.
3) The results supported the displacement theory, showing equivalent recall for slow and fast presentation rates, suggesting additional digits rather than time caused forgetting from short-term memory.
2. Forgetting
The document discusses several theories of forgetting, including trace decay theory, displacement, interference, and cue-dependent forgetting. Trace decay theory proposes that memories fade over time due to lack of rehearsal. Displacement refers to limited slots in short-term memory being overwritten when new information is introduced. Interference occurs when new information conflicts with or inhibits recall of old memories. Cue-dependent forgetting suggests that context and retrieval cues affect memory recall. Various factors like attention, consolidation, brain damage, and emotional states also influence forgetting. The document then reviews techniques for improving memory through organization, repetition, mnemonics, and mind mapping.
Memory and its types and Causes of Forgetting - PPT
This document discusses memory and forgetting. It defines memory as the process of storing and recalling experiences and information over time. Several components are involved, including learning, retention, recall/retrieval, and recognition. Factors that influence memory include motivation, attention, repetition, meaningfulness of material, and using multiple senses. The document also discusses different types of memory like short term, long term, habit, and episodic memory. Causes of normal forgetting include disuse, interference, inadequate learning, lack of interest, while abnormal forgetting may result from injury or trauma. Strategies to address forgetting include understanding students, using memory techniques, and creating a supportive learning environment.
Human Memory (Psychology)
Sensory memory briefly stores perceptions and passes them to short-term memory. Short-term memory stores recently acquired information through working memory. Long-term memory securely stores information for long periods through explicit (declarative) memory of facts and episodic memory of experiences, and implicit (procedural) memory of skills. The three processes of memory are encoding, which converts information into a storable form; storage, where information resides in the brain over time; and retrieval, where the brain recalls previously learned information.
Psychology- Memory
1. The multi-store model of memory proposes that memory consists of three main stores: sensory memory, short-term memory, and long-term memory.
2. Sensory memory briefly stores sensory information, short-term memory can hold information for seconds to minutes, and long-term memory stores information indefinitely.
3. The working memory model updated the multi-store model by proposing two slave systems - the phonological loop and visuospatial sketchpad - that actively maintain information in short-term memory under the control of a central executive.
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𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
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The document summarizes recent research showing that using quizzes and tests can slow the rate of forgetting compared to restudying. Several experiments are described that show retrieval practice through quizzing leads to better retention of material over time than just re-reading or restudying. The key finding is that testing ourselves on material through retrieval practice modifies our memory in a way that makes the information more retrievable later.
Lesson 1 forgetting curve 2015
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Generally we forget about 60% of what we have just processed within the first 20 minutes. More than half of memory loss occurs within the first hour. Most of the material that will be forgotten is done so within the first 8 hours, then it steadies out. If information is stored in memory, it is available. If information can be recovered and brought into conscious awareness, it is accessible. If information is not available, it cannot be accessed.
Lesson 2 forgetting curve
The document discusses Hermann Ebbinghaus's work on the forgetting curve and its implications. It summarizes that according to Ebbinghaus's research, people forget about 60% of new meaningless information within the first 20 minutes, with over half of total memory loss occurring within the first hour. Most forgetting happens within the first 8 hours and then levels off. Factors like meaningfulness of information, extended learning periods, and effective encoding can reduce forgetting. The document also outlines different measures of memory retention like recall, recognition, and relearning, and explains how recognition and relearning are more sensitive measures of retained memory compared to recall.
Chapter06
This document provides an overview of memory processes including encoding, storage and retrieval. It discusses the different types of memory like sensory memory, short-term memory, working memory and long-term memory. The document also examines factors that influence memory like forgetting, false memories, eyewitness testimony and the impact of culture on memory.
Chapter09
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Psychologists describe the human memory system using information processing models, such as the three-stage model of memory and the working memory model. Information can be encoded automatically or effortfully, and distributing practice over time aids retention better than cramming. Effortful encoding methods like mnemonic devices, chunking, and relating information to ourselves can help form stronger memories.
Theories of forgetting
The document discusses several theories of forgetting. It defines different types of forgetting such as natural forgetting, morbid forgetting, general forgetting, and specific forgetting. It also outlines some key theories of why forgetting takes place, including trace decay theory, displacement in short-term memory, encoding failure, interference and retrieval failure in long-term memory, and motivated forgetting through suppression and repression.
Cognitive processes
1. Hermann Ebbinghaus conducted early studies on memory using nonsense syllables and discovered the savings method, where relearning a list is faster the second time.
2. Memory follows a forgetting curve where most is lost within a day and continues slowly declining over time.
3. The multi-store model of memory includes sensory memory, short-term memory, and long-term memory, each with different capacities and durations. Information moves between stores through rehearsal and encoding.
Forgetting and Remembering
1) The document outlines various theories and factors related to remembering and forgetting, including organization of memories in networks, forgetting curves, reasons for forgetting like interference and amnesia, and strategies for improving memory like mnemonics.
2) It discusses a study comparing decay theory and displacement theory as explanations for forgetting from short-term memory. The study used a probe-digit procedure with lists presented at slow and fast rates to separate the effects of time from additional digits.
3) The results supported the displacement theory, showing equivalent recall for slow and fast presentation rates, suggesting additional digits rather than time caused forgetting from short-term memory.
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The document discusses several theories of forgetting, including trace decay theory, displacement, interference, and cue-dependent forgetting. Trace decay theory proposes that memories fade over time due to lack of rehearsal. Displacement refers to limited slots in short-term memory being overwritten when new information is introduced. Interference occurs when new information conflicts with or inhibits recall of old memories. Cue-dependent forgetting suggests that context and retrieval cues affect memory recall. Various factors like attention, consolidation, brain damage, and emotional states also influence forgetting. The document then reviews techniques for improving memory through organization, repetition, mnemonics, and mind mapping.
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Using spaced review to combat the forgetting curve!
- 1. Impact of spaced review on the forgetting curve The reason why continuous learning strategies are imperative in learning and skill building! Impact of spaced review by Iida Hokkanen is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
- 2. The forgetting curve 0 20 40 60 80 100 %Contentremembered Time after lesson Immediately 24 h 1 week 1 month Forgetting without revision The rate of forgetting is fastest immediately after the training! Impact of spaced review by Iida Hokkanen is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
- 3. 0 20 40 60 80 100 %Contentremembered Time after lesson Immediately 24 h 1 week 1 month Review 1 Forgetting without revision Forgetting curve + Spacing effect Immediate review gives the potential to forget less AND learn more! Impact of spaced review by Iida Hokkanen is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
- 4. 0 20 40 60 80 100 %Contentremembered Time after lesson Immediately 24 h 1 week 1 month Review 1 Review 2 Review 3 Review 4 Less is forgotten after each spaced review! Forgetting without revision Forgetting curve + Spacing effect Impact of spaced review by Iida Hokkanen is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
- 5. Example continuous learning strategy: Impact of spaced review by Iida Hokkanen is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
- 6. Sources: Thalheimer, W. (2006, March). Spacing Learning Over Time. Retrieved May 19, 2015, from http://www.worklearning.com/catalog/. Figures adapted from D.J. Teichert DJ (2010). http://www.byui.edu/learning- and-teaching/articles-and-videos/articles-and-videos/lest-they-forget Cumulated knowledge of Iida Hokkanen. Impact of spaced review by Iida Hokkanen is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.