Forgetting Curve - Description

Description

Ebbinghaus hypothesized that the speed of forgetting depends on a number of factors such as the difficulty of the learned material (e.g. how meaningful it is), its representation and physiological factors such as stress and sleep. He further hypothesized that the basal forgetting rate differs little between individuals. He concluded that the difference in performance (e.g. at school) can be explained by mnemonic representation skills.

He went on to hypothesize that basic training in mnemonic techniques can help overcome those differences in part. He asserted that the best methods for increasing the strength of memory are:

1. better memory representation (e.g. with mnemonic techniques)
2. repetition based on active recall (esp. spaced repetition)

His premise was that each repetition in learning increases the optimum interval before the next repetition is needed (for near-perfect retention, initial repetitions may need to be made within days, but later they can be made after years). Later research suggested that, other than the two factors Ebbinghaus proposed, higher original learning would also produce slower forgetting.

There is debate among supporters of the hypothesis about the shape of the curve for events and facts that are more significant to the subject. Some supporters, for example, suggest that memories for shocking events such as the Kennedy Assassination or 9/11 are vividly imprinted in memory (flashbulb memory). Others have compared contemporaneous written recollections with recollections recorded years later, and found considerable variations as the subject's memory incorporates after-acquired information. There is considerable research in this area as it relates to eyewitness identification testimony. It should be noted that eye witness accounts are demonstrably unreliable.

It is suggested that in a typical schoolbook application (e.g. learning word pairs), most students remember only 10% after 3–6 days (depending on the material). Therefore, 90% of what was learned is forgotten.

Research on the relationship between original learning and forgetting shows that higher degree of original learning means lowering forgetting.