A new theory of disuse and an old theory of stimulus fluctuation¶
Bjork, R. A., & Bjork, E. L. (1992). A new theory of disuse and an old theory of stimulus fluctuation. From Learning Processes to Cognitive Processes: Essays in Honor of William K. Estes, 2, 35-67.
Cited by¶
2 citations across 2 artifacts.
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Primes¶
- Learning
- Learning supports a sharp counterfactual: if the experiential input were withheld, removed, or scrambled, the change would not happen — and if the agent had no modifiable state, the input would pass through without leaving a trace — a counterfactual logic Bjork and Bjork (1992) leverage in their "new theory of disuse," where retrieval strength and storage strength are independently manipulable so that the durable-capability signature can be cleanly separated from transient performance.
This sourceErlbaum. Develops the distinction between retrieval strength and storage strength as independently manipulable; grounds the "desirable difficulties" finding and provides the counterfactual machinery for separating durable capability change from transient performance.
- Learning supports a sharp counterfactual: if the experiential input were withheld, removed, or scrambled, the change would not happen — and if the agent had no modifiable state, the input would pass through without leaving a trace — a counterfactual logic Bjork and Bjork (1992) leverage in their "new theory of disuse," where retrieval strength and storage strength are independently manipulable so that the durable-capability signature can be cleanly separated from transient performance.
- Spaced Repetition
- Modern operationalization activates the desirable-difficulty principle (Bjork & Bjork 1992) — the insight that retrieval practice is more consolidating when the retrieved item is nearly forgotten than when it is easily accessible — and the cumulative-overlearning vs catastrophic-forgetting tradeoff: spaced schedules reduce the total study time required to reach a retention target while avoiding the complete forgetting that occurs when review is entirely neglected.
This sourceErlbaum. Develops the distinction between retrieval strength and storage strength as independently manipulable; grounds the "desirable difficulties" finding and provides the counterfactual machinery for separating durable capability change from transient performance.
- Modern operationalization activates the desirable-difficulty principle (Bjork & Bjork 1992) — the insight that retrieval practice is more consolidating when the retrieved item is nearly forgotten than when it is easily accessible — and the cumulative-overlearning vs catastrophic-forgetting tradeoff: spaced schedules reduce the total study time required to reach a retention target while avoiding the complete forgetting that occurs when review is entirely neglected.
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