Publication

An Individual's Rate of Forgetting Is Stable Over Time but Differs Across Materials

Sense, F., Behrens, F., Meijer, R. R. & van Rijn, H., Jan-2016, In : Topics in Cognitive Science. 8, 1, p. 305-321 17 p.

Research output: Contribution to journalArticleAcademicpeer-review

APA

Sense, F., Behrens, F., Meijer, R. R., & van Rijn, H. (2016). An Individual's Rate of Forgetting Is Stable Over Time but Differs Across Materials. Topics in Cognitive Science, 8(1), 305-321. https://doi.org/10.1111/tops.12183

Author

Sense, Florian ; Behrens, Friederike ; Meijer, Rob R. ; van Rijn, Hedderik. / An Individual's Rate of Forgetting Is Stable Over Time but Differs Across Materials. In: Topics in Cognitive Science. 2016 ; Vol. 8, No. 1. pp. 305-321.

Harvard

Sense, F, Behrens, F, Meijer, RR & van Rijn, H 2016, 'An Individual's Rate of Forgetting Is Stable Over Time but Differs Across Materials', Topics in Cognitive Science, vol. 8, no. 1, pp. 305-321. https://doi.org/10.1111/tops.12183

Standard

An Individual's Rate of Forgetting Is Stable Over Time but Differs Across Materials. / Sense, Florian; Behrens, Friederike; Meijer, Rob R.; van Rijn, Hedderik.

In: Topics in Cognitive Science, Vol. 8, No. 1, 01.2016, p. 305-321.

Research output: Contribution to journalArticleAcademicpeer-review

Vancouver

Sense F, Behrens F, Meijer RR, van Rijn H. An Individual's Rate of Forgetting Is Stable Over Time but Differs Across Materials. Topics in Cognitive Science. 2016 Jan;8(1):305-321. https://doi.org/10.1111/tops.12183


BibTeX

@article{4143d26e2b5b47d9aeb241365184434f,
title = "An Individual's Rate of Forgetting Is Stable Over Time but Differs Across Materials",
abstract = "One of the goals of computerized tutoring systems is to optimize the learning of facts. Over a hundred years of declarative memory research have identified two robust effects that can improve such systems: the spacing and the testing effect. By making optimal use of both and adjusting the system to the individual learner using cognitive models based on declarative memory theories, such systems consistently outperform traditional methods (Van Rijn, Van Maanen, & Van Woudenberg, 2009). This adjustment process is driven by a continuously updated estimate of the rate of forgetting for each item and learner on the basis of the learner's accuracy and response time. In this study, we investigated to what extent these estimates of individual rates of forgetting are stable over time and across different materials. We demonstrate that they are stable over time but not across materials. Even though most theories of human declarative memory assume a single underlying rate of forgetting, we show that, in practice, it makes sense to assume different materials are forgotten at different rates. If a computerized, adaptive fact-learning system allowed different rates of forgetting for different materials, it could adapt to individual learners more readily.",
keywords = "Learning, Spacing, Testing, Tutoring, Parameter stability, LONG-TERM RETENTION, RETRIEVAL PRACTICE, VOCABULARY, STUDENTS, RECALL, MEMORY, TESTS, HYPOTHESIS, FLASHCARDS, CLASSROOM",
author = "Florian Sense and Friederike Behrens and Meijer, {Rob R.} and {van Rijn}, Hedderik",
year = "2016",
month = "1",
doi = "10.1111/tops.12183",
language = "English",
volume = "8",
pages = "305--321",
journal = "Topics in Cognitive Science",
issn = "1756-8757",
publisher = "Wiley",
number = "1",

}

RIS

TY - JOUR

T1 - An Individual's Rate of Forgetting Is Stable Over Time but Differs Across Materials

AU - Sense, Florian

AU - Behrens, Friederike

AU - Meijer, Rob R.

AU - van Rijn, Hedderik

PY - 2016/1

Y1 - 2016/1

N2 - One of the goals of computerized tutoring systems is to optimize the learning of facts. Over a hundred years of declarative memory research have identified two robust effects that can improve such systems: the spacing and the testing effect. By making optimal use of both and adjusting the system to the individual learner using cognitive models based on declarative memory theories, such systems consistently outperform traditional methods (Van Rijn, Van Maanen, & Van Woudenberg, 2009). This adjustment process is driven by a continuously updated estimate of the rate of forgetting for each item and learner on the basis of the learner's accuracy and response time. In this study, we investigated to what extent these estimates of individual rates of forgetting are stable over time and across different materials. We demonstrate that they are stable over time but not across materials. Even though most theories of human declarative memory assume a single underlying rate of forgetting, we show that, in practice, it makes sense to assume different materials are forgotten at different rates. If a computerized, adaptive fact-learning system allowed different rates of forgetting for different materials, it could adapt to individual learners more readily.

AB - One of the goals of computerized tutoring systems is to optimize the learning of facts. Over a hundred years of declarative memory research have identified two robust effects that can improve such systems: the spacing and the testing effect. By making optimal use of both and adjusting the system to the individual learner using cognitive models based on declarative memory theories, such systems consistently outperform traditional methods (Van Rijn, Van Maanen, & Van Woudenberg, 2009). This adjustment process is driven by a continuously updated estimate of the rate of forgetting for each item and learner on the basis of the learner's accuracy and response time. In this study, we investigated to what extent these estimates of individual rates of forgetting are stable over time and across different materials. We demonstrate that they are stable over time but not across materials. Even though most theories of human declarative memory assume a single underlying rate of forgetting, we show that, in practice, it makes sense to assume different materials are forgotten at different rates. If a computerized, adaptive fact-learning system allowed different rates of forgetting for different materials, it could adapt to individual learners more readily.

KW - Learning

KW - Spacing

KW - Testing

KW - Tutoring

KW - Parameter stability

KW - LONG-TERM RETENTION

KW - RETRIEVAL PRACTICE

KW - VOCABULARY

KW - STUDENTS

KW - RECALL

KW - MEMORY

KW - TESTS

KW - HYPOTHESIS

KW - FLASHCARDS

KW - CLASSROOM

U2 - 10.1111/tops.12183

DO - 10.1111/tops.12183

M3 - Article

VL - 8

SP - 305

EP - 321

JO - Topics in Cognitive Science

JF - Topics in Cognitive Science

SN - 1756-8757

IS - 1

ER -

ID: 28427474