. Elements of physiological psychology; a treatise of the activities and nature of the mind, from the physical and experimental points of view . 44-182 (London and New York, 1909). For bib-liographies, see Bumham, Amer. Joum. of Psychol., 1888-89, II, 39, 225, 431,568; Kennedy, Psychol. Rev., 1898, V, 477; Reuther, Wundts Psychol. Studien,1905, I, 93. ? ijber das Gedachtnis, 1885, p. 103. THE CURVE OF FORGETTING 575 These results may be plotted into a curve of forgetting (or ofretention), by making the distances along the horizontal axis pro-portional to the time elapsed, and the vertical dist
. Elements of physiological psychology; a treatise of the activities and nature of the mind, from the physical and experimental points of view . 44-182 (London and New York, 1909). For bib-liographies, see Bumham, Amer. Joum. of Psychol., 1888-89, II, 39, 225, 431,568; Kennedy, Psychol. Rev., 1898, V, 477; Reuther, Wundts Psychol. Studien,1905, I, 93. ? ijber das Gedachtnis, 1885, p. 103. THE CURVE OF FORGETTING 575 These results may be plotted into a curve of forgetting (or ofretention), by making the distances along the horizontal axis pro-portional to the time elapsed, and the vertical distances proportional %wo 807060SOHO302010 K ... ? - - 1 9 ^* ta 144 FiQ. 150.—The Curve of Forgetting (Ebbinghaus). The numbers along the horizontal baseline give the hours elapsed since the time of learning; the numbers along the verticalline give the percentage retained. to the percentage of material retained. For comparison with thiscurve of forgetting, a typical curve of learning may be presented;in which case a certain similarity between the two is at once apparent,inasmuch as the rate of change in each is rapid at first and then. Fig. 151.—A Typical Curve of Learning. The curve is not typical in one respect, since itdoes not show the fluctuations of efficiency which always appear; but it is intended toshow the general increase (rise) of efficiency with continued repetition of the distances denote the time spent in learning, and vertical distances the meas-ure of efficiency. 576 MEMORY AND THE PROCESS OF LEARNING slower and slower. On the other hand, if the two curves are thoughtof as combined, a certain discontinuity between the two is evident,inasmuch as the slow increase of the strength of association towardthe end of the process of learning suddenly gives way to a rapidloss on cessation of the learning. But such a combination of thetwo is unjustified; for the learning which would give rise to such acurve, with slow gain at the end, is carried m
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