tag:blogger.com,1999:blog-7146942420578557537.post2588536939578881846..comments2024-03-29T03:36:40.338-04:00Comments on cxlxmxrx: Thought & Action: multitasking, the civil class, and the scholarly voiceChrishttp://www.blogger.com/profile/09148369137917100380noreply@blogger.comBlogger1125tag:blogger.com,1999:blog-7146942420578557537.post-27254514474184019872009-02-02T02:40:00.000-05:002009-02-02T02:40:00.000-05:00Kia ora tātou,The graph I sketched here really sho...Kia ora tātou,<BR/><BR/>The graph I <A HREF="http://newmiddle-earth.blogspot.com/2008/12/that-remains-to-be-seen.html#graph" REL="nofollow">sketched here</A> really should carry credit to Brian Gowenlock who drew it during a session with honours Chemistry undergraduates in 1969. He was explaining the action of regular study and the need for this over a sustained period for useful retention.<BR/><BR/>I was reminded of his sketch while reading articles recently on the studies of <A HREF="http://www.pashler.com/" REL="nofollow">Hal Pashler</A>, and I reconstructed Gowenlock's original chalk graph, colour enhanced in PhotoShop.<BR/><BR/>My reference to the idea of a 'half-life' in that post arose through the similarity I see between the shape of the learning decay curves depicted in the graph to the half-life curve associated with the nuclear decay of a radioisotope.<BR/><BR/>While the term 'half-life' refers to a definite statistically verifiable period of time in relation to nuclear decay, there is no such statistically aligned data observed related to the decay of what is learnt from a specific session of specialist study.<BR/><BR/>Ka kite anō<BR/>from Middle-earthBlogger In Middle-earthhttps://www.blogger.com/profile/08722634477041121797noreply@blogger.com