Economics of Learning

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Inhalt : Articles : Economics of learning

Economics of learning

Piotr Wozniak, Dec 1994

Economics of Learning, the doctoral dissertation by Dr Piotr Wozniak, has laid a theoretical foundation for developing SuperMemo 8 for Windows

The full text of the dissertation can be found on SuperMemo CD-ROM titles (e.g. Advanced English 97). Below only selected texts are presented. Hyperlinks indicate related texts available at this site that may not be the same as the original. In particular:

the section devoted to Algorithm SM-6 is hyperlinked to a new text on Algorithm SM-8
overestimated forgetting rate figures have been removed from the section devoted to the simulation of the learning process

University of Economics in Wroclaw
Department of Management and Computer Science

Piotr A. Wozniak

Economics of learning

New aspects in designing modern computer aided self-instruction systems

Ph.D. Dissertation

Supervisor:
Prof. Witold Abramowicz

Wroclaw 1995

Inhalt

Introduction

1.1.1. Education and technology
1.1.2. Novel solutions in demand on social, institutional, regional and national platforms
1.1.3. The thesis
1.1.4. The goals in the perspective of time
1.1.5. The genesis of the dissertation
1.1.6. The structure of the dissertation

Spacing of repetitions in the practice of learning

2.1. Research background

2.2. Development of the algorithm for optimally spacing repetitions

2.2.1. First computer applications of repetition spacing algorithms
2.2.2. Modifying the function of optimal intervals on the basis of the student’s characteristics

2.3. New algorithmic elements (algorithm used in SuperMemo 6)

2.3.1. Introducing the concept of the forgetting index
2.3.2. Algorithm SM-6 (see also: Algorithm SM-8)

2.4. Approximation of the forgetting curve
2.5. Simulation of the long-term learning process (this text in part written in 1990 was updated in 1998)
2.6. Long-term savings resulting from the application of repetition spacing

Exemplary implementation of algorithms for spacing repetitions in a self-instruction system
Analysis of data collected from a group of students using a repetition spacing algorithm

4.1. Method
4.2. Results
4.2.1. General learning parameters
4.2.2. Forgetting curves
4.2.3. Matrices of retention factors
4.2.4. Matrices of optimal factors
4.2.5. Distribution of intervals
4.2.6. Distribution of E-factors
4.2.7. Results of the analysis in the light of the economics of learning

Molecular interpretation of mechanisms of memory underlying the optimum spacing of repetitions

5.1. Interpretation of differences in item difficulty
5.2. Two components of long-term memory
5.3. Molecular memory

5.3.1. Advances in molecular research of memory
5.3.2. General observation in reference to memory and learning
5.3.3. Hippocampus as the focus of research on long-term potentiation
5.3.4. The role of acetylcholine in establishing memories
5.3.5. Short-term potentiation
5.3.6. Long-term potentiation of synaptic transmission in the hippocampus
5.3.7. NMDA receptor as the central factor in establishing LTP
5.3.8. Non-NMDA glutamate receptor
5.3.9. Retrograde messengers in synaptic transmission
5.3.10. Role of calcium
5.3.11. Protein kinase C
5.3.12. Other kinases involved in establishing LTP
5.3.13. New evidence on the role of cAMP in memory and learning
5.3.14. Calpain
5.3.15. Metabotropic glutamate receptor
5.3.16. Gene expression and memory
5.3.17. Protein synthesis and memory
5.3.18. Protein G
5.3.19. Potassium channels

5.4. Molecular correlates of the two components of memory

Knowledge structuring and representation in learning economics using self-instruction systems based on the active recall principle

6.1. Knowledge independent elements of the optimization of self- instruction
6.2. Knowledge representation issue in learning
6.3. Components of effective knowledge representation in active recall systems
6.4. Sequencing items in the stepwise process of acquiring associative knowledge
6.5. Techniques for minimizing the complexity of synaptic patterns as a key to keeping E-factors high
6.5.1. Comprehension
6.5.2. Minimum information principle
6.5.3. Narrowing by example
6.5.4. Metaphoric approach
6.5.5. Vivid approach
6.5.6. Graphic approach
6.5.7. Enumeration techniques
6.5.8. Deletion and graphic deletion
6.5.9. Dismembering complex concepts
6.5.10. Mnemonic techniques
6.5.11. Item univocality and inter-item interference
6.6. Planned redundancy as a way to cross-strengthening synaptic patterns

6.6.1. Passive and active approach
6.6.2. Support for derivation, reasoning and intelligence
6.6.3. Optional reasoning clues, mnemonic clues, context and examples

6.7. Complexity of wording vs. comprehension
6.8. Additional functionality encapsulated in items
6.9. Summary of knowledge representation issues in learning

Modern hypermedia systems encompassing the ability to adapt to the properties of human memory and cognition

7.1. Fusion of the hypertext paradigm with techniques targeted against human forgetfulness in generic

7.2. Hypermedia systems that account for human perception and memory

7.2.1. Knowledge Machine
7.2.2. Technological and economic feasibility of global hyperspace
7.2.3. Infosociety or global infobabble
7.2.4. Processing attributes and repetition spacing tools incorporated in the hyperspace
7.2.5. Global impact of the Knowledge Machine

Conclusions
Acknowledgments
Glossary (new terminology compiled at release of SuperMemo 98)
References
Further reading
Index