Memory and metamemory considerations in the training of human beings¶
Bjork, R. A. (1994). Memory and metamemory considerations in the training of human beings. Metacognition: Knowing about Knowing.
Cited by¶
5 citations across 5 artifacts.
Each citation links to the sentence it supports in the citing article.
Primes¶
- Interleaving
- The two faces of interleaving, the cognitive (discrimination-forcing) and the engineering (fault-scattering and latency-hiding), are not coincidental: both arise because the same total work is reordered so that no single type owns a contiguous run of the sequence.
This sourceIntroduces "desirable difficulties": training conditions that slow acquisition and depress performance nonetheless enhance long-term retention and transfer, licensing the move of adding rather than removing difficulty.
- The two faces of interleaving, the cognitive (discrimination-forcing) and the engineering (fault-scattering and latency-hiding), are not coincidental: both arise because the same total work is reordered so that no single type owns a contiguous run of the sequence.
- Spaced Repetition
- Long-term retention favors spaced practice (retention weeks or months later is substantially better).
This sourceIntroduces "desirable difficulties": training conditions that slow acquisition and depress performance nonetheless enhance long-term retention and transfer, licensing the move of adding rather than removing difficulty.
- Long-term retention favors spaced practice (retention weeks or months later is substantially better).
- Stressor Induced Adaptation
- The pattern was named desirable difficulties in learning science by Bjork (1994), who observed that conditions slowing acquisition and depressing performance during training nonetheless enhance long-term retention and transfer.
This sourceIntroduces "desirable difficulties": training conditions that slow acquisition and depress performance nonetheless enhance long-term retention and transfer, licensing the move of adding rather than removing difficulty.
- The pattern was named desirable difficulties in learning science by Bjork (1994), who observed that conditions slowing acquisition and depressing performance during training nonetheless enhance long-term retention and transfer.
- Zone of Proximal Development (ZPD)
- As Bjork (1994) emphasizes, the productive "desirable difficulty" of metamemory research is a related but distinct construct grounded in retrieval and retention dynamics rather than in social mediation.
This sourceIntroduces "desirable difficulties": training conditions that slow acquisition and depress performance nonetheless enhance long-term retention and transfer, licensing the move of adding rather than removing difficulty.
- As Bjork (1994) emphasizes, the productive "desirable difficulty" of metamemory research is a related but distinct construct grounded in retrieval and retention dynamics rather than in social mediation.
Mechanisms¶
- Learning Strategy Rotation
- This is the practical face of research on desirable difficulties and interleaving — that varied, effortful practice can deepen durable learning even when it feels slower in the moment.
This sourceThe cited work establishes This is the practical face of research on desirable difficulties and interleaving and that varied, effortful practice can deepen durable learning even when it feels slower in the moment.
- This is the practical face of research on desirable difficulties and interleaving — that varied, effortful practice can deepen durable learning even when it feels slower in the moment.
Verification¶
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