Select Connection: INPUT[inlineListSuggester(optionQuery(#permanent_note), optionQuery(#literature_note), optionQuery(#fleeting_note)):connections]
https://psycnet.apa.org/record/2010-23868-001
- usually, learning is a matter of building and forgetting is a matter of losing
- not so simple
conditions that produce forgetting often enable additional learning and learning or recalling some things is a contributor to the forgetting of other things
- theory of disuse
- human memory is characterized by a storage capacity that is essentially unlimited, but with a retrieval capacity that is limited
- distinguish between retrieval strength and storage strength
- retrieval strength = how activated or accessible it is
- storage strength = how interassociated that representation is with related representations in memory (ZETTELKASTEN)
- without forgetting even a simple task like remembering your own phone number would lead to confusion, as if you remember one digit it would recall connections to lots of unreleated things
- as we learn new stuff we create competition with old ones and access to the older information can be blocked by related aspects of the newer
- same in reverse
- retrieval modifies memory
- the retrieved information becomes more recallable
- just as LRU cache!
- inhibeted memories can be relearned with great efficiency
- forgetting as a facilitator of learning
- context change induces forgetting, which reduces the recall in the second instance, but learning is enhanced
- spacing effect = what anki uses (spaced repetition)
- retrieval-induced forgetting is assumed to lower retrieval strength, but not storage strength
- “desirable difficulties” = manipulations (such as variation, spacing, etc) that occur during the learning process to impede learning, but they often enhance it
- context change induces forgetting, which reduces the recall in the second instance, but learning is enhanced
- stability bias = tendency to think that access to information will remain stable
- foresight bias = When an answer is available at the time of study, people are prone to overestimate the likelihood that the answer will come to mind when it is required, but absent, on a later test.
Becoming maximally sophisticated as a learner is, in a sense, not enough. Becoming a truly effective learner also requires an apprecia- tion of one’s capacity to learn and a commitment to the proposition that one’s learning is under one’s control.