“Want to Remember Everything You’ll Ever Learn?”

In the late 1800s, a German scientist named Hermann Ebbinghaus made up lists of nonsense syllables and measured how long it took to forget and then relearn them. (Here is an example of the type of list he used: bes dek fel gup huf jeik mek meun pon daus dor gim ke4k be4p bCn hes.) In experiments of breathtaking rigor and tedium, Ebbinghaus practiced and recited from memory 2.5 nonsense syllables a second, then rested for a bit and started again. Maintaining a pace of rote mental athleticism that all students of foreign verb conjugation will regard with awe, Ebbinghaus trained this way for more than a year. Then, to show that the results he was getting weren’t an accident, he repeated the entire set of experiments three years later. Finally, in 1885, he published a monograph called Memory: A Contribution to Experimental Psychology. The book became the founding classic of a new discipline.

Ebbinghaus discovered many lawlike regularities of mental life. He was the first to draw a learning curve. Among his original observations was an account of a strange phenomenon that would drive his successors half batty for the next century: the spacing effect.

Ebbinghaus showed that it’s possible to dramatically improve learning by correctly spacing practice sessions. On one level, this finding is trivial; all students have been warned not to cram. But the efficiencies created by precise spacing are so large, and the improvement in performance so predictable, that from nearly the moment Ebbinghaus described the spacing effect, psychologists have been urging educators to use it to accelerate human progress. After all, there is a tremendous amount of material we might want to know. Time is short.

Want to Remember Everything You’ll Ever Learn? Surrender to This Algorithm,” by Gary Wolf, Wired, April 21, 2008


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