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Introduction
Published in Jim Goodell, Janet Kolodner, Learning Engineering Toolkit, 2023
In 1885, he published findings about the learning curve, how fast people learn new facts, and the forgetting curve, how fast people forget what they’ve learned.27 His discoveries about the forgetting curve are the basis of Duolingo’s ability to predict your future.
Faked Amnesia and Loss of Memory
Published in Harold V. Hall, Joseph G. Poirier, Detecting Malingering and Deception, 2020
Harold V. Hall, Joseph G. Poirier
One way to increase our understanding of those persons feigning recall problems is to look at the apparent assumptions they make in regard to how memory functions. These assumptions may conform to a common sense or Layman’s view of memory, but may not be consonant with empirical facts about memory processes. The typical person is unlikely to distinguish recognition and recall processes, primacy and recency effects, or learning curves and forgetting curves (e.g., Hall, 2008; Wiggins & Brandt, 1988).
Addiction Relapse
Published in Howard Shaffer, Barry Stimmel, The Addictive Behaviors, 2014
Harvey Milkman, Scott E. Weiner, Stanley Sunderwirth
Hunt and Bespalec4 compared the relapse rates of those treated for heroin addiction, smoking and alcoholism and found that the relapse curves for the three behaviors were virtually identical. Between three and six months after treatment, there is a rapid rise in the relapse rate with a 75 % average relapse rate across the three measured behaviors. Hunt and Bespalec4 theorize that the similarity of the three curves suggests a common factor in the addictive disturbances studied. They suggest that the relatively sharp break in the curve as it asymptotes points to the involvement of two different learning processes, one represented by the early and rapidly declining portion of the curve and the second by the relatively stable asymptotic section. The first part of the curve represents a typical reinforcement paradigm with gradual extinction of the learned behavior, i.e., the abstinence response. The second phase (after three months) represents some kind of decision making process which isolates the response in question from the usual mechanisms of reinforcement. Hunt and Bespalec's dual-process theory is based on the fact that relapse curves found in their research closely resemble the forgetting curves found in the learning literature. They maintain that treatment of addiction involves learned behavior and that relapse is a function of decay of extinction. They further claim that since the curves for heroin addiction, smoking and alcoholism are so similar, the dual-process theory is applicable to all three behaviors.
The effect of testing and feedback on the forgetting curves for radiograph interpretation skills
Published in Medical Teacher, 2019
Kathy Boutis, Martin Pecaric, Benoit Carrière, Jennifer Stimec, Andrew Willan, Julie Chan, Martin Pusic
Radiographs are one of the most commonly ordered tests in emergency medicine (Boutis et al. 2013). However, competency of radiograph interpretation among physicians working in these settings has been found to be sub-optimal (Robinson et al. 1999; Espinosa and Nolan 2000; Hallas and Ellingsen 2006; Wei et al. 2006; Schuh et al. 2007; Nesterova et al. 2010; Petinaux et al. 2011). Fortunately, radiograph interpretation lends itself to cognitive simulation and intensive deliberate practice delivered using a web-based platform. Participants review cases as they would in clinical practice, with standard imaging views, a clinical stem, and a case mix frequency of normal and abnormal cases representative of emergency practice (Boutis et al. 2010). Once they have considered the available information, participants have to assign each case as fracture/dislocation present or absent, and the system provides immediate text and visual feedback on their response (https://imagesim.research.sickkids.ca/demo/msk/enter.php). Previous work in this area has tested this learning platform and found it to be effective for the goal of achieving the desired competency threshold across a range of expert levels in emergency medicine (Boutis et al. 2010; Pusic et al. 2011; Pusic, Boutis, et al. 2015). However, the data to inform the experience curve after exposure to this type of radiograph interpretation learning platform are incomplete. In particular, the rate and factors that influence the forgetting curve are relatively unknown for radiograph interpretation, in contrast to what is known for the learning and forgetting of more general knowledge (Rohrer and Pashler 2010; Rohrer et al. 2010).