Define the learning criterion
To compare learning attempts, specify what must be reproduced correctly and after which delay. Count the presentations or study time needed to meet that criterion. A fast first response alone does not show that new information has been retained.
Learning and response speed
Retrieving a familiar fact differs from learning a new set. Game response time may include visual search, deciding and clicking as well as recall. Treat these components and delayed retention separately rather than calling every fast result rapid learning.
Track repetitions and retention
Choose a small unfamiliar set, fix exposure time, test recall and repeat as needed. Record repetitions and a later check. In a memory matrix, keep size and mode stable; compare accuracy alongside presentation conditions rather than only the speed of clicking.
Count attempts to a stable correct answer
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Your result
Step-by-step worked example
What to prepare
The sample has three invented strings paired with digits. Choose ten seconds of study per attempt. Finish after two entirely correct attempts in a row; checking after each answer is part of the procedure.
Task sample
What to do, step by step
Study all three pairs for ten seconds, then close the sample.
Write each string’s digit without cues and reveal the sample only afterwards to check.
Record attempt number and correct pairs. Repeat the same study-and-check procedure until two consecutive attempts are entirely correct.
After meeting the criterion, pause for two minutes without looking and reproduce the pairs again. Record this outcome separately.
How to check your result
The reference is LUM–7, TAK–2, VEP–9. An entirely correct attempt has all three pairs. If attempts 2 and 3 are correct, the criterion is reached on attempt 3. Delayed retention is separate from the number of learning attempts.
Your next attempt
Use three new pairs with the same exposure, criterion and checking procedure. Note familiar material because it no longer represents new learning under equivalent conditions.
Examples in everyday tasks
Count presentations until a criterion
Study a small set of unfamiliar symbols and meanings for the same time on each presentation, then hide and test them. Continue to a criterion chosen beforehand, such as two entirely correct attempts in a row. Record presentations needed instead of using a single click’s speed to describe learning.
Compare similar learning sets
Prepare two equally sized unfamiliar symbol sets with short meanings. Use the same exposure and recall check, then compare repetitions needed. Note if one set was already familiar or easily organized into a story: equal item counts alone do not establish equal learning difficulty.
Separate immediate recall and retention
Explain newly learned terms immediately, then test them again after a predetermined pause without another look. Record the outcomes separately. Reaching a correct answer quickly and retaining the material over a delay are different observations; the first does not establish later recall.
