Difference between revisions of "Strength"

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[[Category:Learning Process]]
 
[[Category:Learning Process]]
 
[[Category:Refinement and Fluency]]
 
[[Category:Refinement and Fluency]]
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* Murdock, B. B., & Dufty, P. O. (1972). Strength theory and recognition memory. Journal of Experimental Psychology, Vol. 94(3), 284-290.
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* Wickelgren, W. A. (1970). Multitrace strength theory. In D. A. Norman (Ed.), Models of Human Memory (pp. 65-102). New York: Academic Press.
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* Wickelgren, W. A. (1976). Network strength theory of storage and retrieval dynamics. Psychological Review, 83(6), 466-478.

Latest revision as of 16:16, 12 December 2007

The strength of a knowledge component is a continuous metric of how well it has been learned. As a knowledge component strengthens, its retrieval speed increases, moving toward fluency and increased long-term retention. As its strength is increased, retrieval of the knowledge component require less cognitive demand and thus yield more automaticity, leaving more cognitive headroom for learning other, often more complex, knowledge components.

  • Murdock, B. B., & Dufty, P. O. (1972). Strength theory and recognition memory. Journal of Experimental Psychology, Vol. 94(3), 284-290.
  • Wickelgren, W. A. (1970). Multitrace strength theory. In D. A. Norman (Ed.), Models of Human Memory (pp. 65-102). New York: Academic Press.
  • Wickelgren, W. A. (1976). Network strength theory of storage and retrieval dynamics. Psychological Review, 83(6), 466-478.