Robert A. Bjork - Long-Term Memory

Desirable difficulties - slowing down learning

Fast learning doesn't lead to long-term retention of information. In this interview, Dr. Bjork explains that it is beneficial to create study conditions in which learning is slowed down to allow for better memory for the information in the long-term.  This creates an unfortunate conflict between the desire to see quick improvements on the side of the learner and the instructional goals of the instructor.

Up next

Personal background
Personal background
My interest in long-term memory
My interest in long-term memory
The NEW theory of Disuse
The NEW theory of Disuse
Dissociating learning from performance
Dissociating learning from performance
The theory of disuse and the role of forgetting in human memory
The theory of disuse and the role of forgetting in human memory
Storage strength vs. retrieval strength
Storage strength vs. retrieval strength
An example of adaptive memory in real life
An example of adaptive memory in real life
Retrieval induced forgetting
Retrieval induced forgetting
Using memory shapes memory
Using memory shapes memory
How to improve learning
How to improve learning
Desirable difficulties - slowing down learning
Desirable difficulties - slowing down learning
Spacing improves long-term retention
Spacing improves long-term retention
The benefits of interleaving practice
The benefits of interleaving practice
Input less, output more
Input less, output more
The effect of context on memory
The effect of context on memory
What's up next
What's up next
The future of learning
The future of learning