The New Theory of Disuse, proposed by Robert and Elizabeth Bjork in 1992, presents a modern framework for understanding memory. According to this theory, memory has two crucial components: storage strength and retrieval strength. This model provides powerful insights for enhancing learning and long-term retention.
Literature Review
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Storage Strength: The degree to which information is embedded in long-term memory.
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Retrieval Strength: The ease with which stored information can be recalled.
Effective learning involves the development of both strengths.
Hypotheses
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Deeper Processing Hypothesis: Information processed deeply will have higher storage strength.
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Spaced Repetition Hypothesis: Reviewing material at longer intervals improves storage.
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Retrieval Practice Hypothesis: Active recall strengthens retrieval strength.
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Desirable Difficulty Hypothesis: Small challenges during learning improve long-term retention.
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Context-Dependent Memory Hypothesis: Learning and recall are more effective when the context is consistent.
Research Methodology
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Design: Experimental/quasi-experimental
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Sample: Students of Classes VII–IX
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Tools: Tests, quizzes, and surveys to measure retention and recall
Findings
| Factor | Impact on Learning (%) |
|---|---|
| Deeper Processing | 9% |
| Spaced Repetition | 8.5% |
| Retrieval Practice | 7% |
| Desirable Difficulty | 8% |
| Context-Dependent Memory | 7.5% |
Implications
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Use of spaced learning, retrieval practice, and manageable challenges can improve memory.
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Instructional materials should be designed with memory science in mind.
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Personalised learning can support different memory profiles.
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Deep processing improves retention.
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Frequent practice enhances recall.
Results Summary
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Storage Strength: Increased through deeper processing and spaced repetition.
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Retrieval Strength: Enhanced via testing and recall-based learning.
Conclusion
By understanding and applying the principles of storage and retrieval strength, educators can develop more effective, lasting learning strategies. The New Theory of Disuse serves as a practical guide to optimise student learning outcomes.
Reference
Bjork, R. A., & Bjork, E. L. (1992). A new theory of disuse and an old theory of stimulus fluctuation.
