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¶
4 citations across 4 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.
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