Variant versus invariant time to total forgetting: the learn–forget curve model revisited

Understanding and quantifying the learning–forgetting process helps predict the performance of an individual (or a group of individuals), estimate labor costs, bid on new and repeated orders, estimate costs of strikes, schedule production, develop training programs, set time standards, and improve work methods IIE Trans. 29 (1997) 759]. Although there is agreement that the form of the learning curve is as presented by J. Aeronaut. Sci. 3 (1936) 122], scientists and practitioners have not yet developed a full understanding of the behavior and factors affecting the forgetting process. The paucity of research on forgetting curves has been attributed to the practical difficulties involved in obtaining data concerning the level of forgetting as a function of time IIE Transactions 21 (1989) 376]. The learn–forget curve model (LFCM) was shown to have many advantages over other theoretical models that capture the learning–forgetting relationship. However, the deficiency of the LFCM is in the assumption that the time for total forgetting is invariant of the experience gained prior to interruption. This paper attempts to correct this deficiency by incorporating the findings of Int. J. Ind. Ergon. 10 (1992) 217] into the LFCM. Numerical examples are used to illustrate the behavior of the modified LFCM (MLFCM) and compare results to those of the LFCM.