On Dec 1, 2012, at 5:51 PM, Scott Youngman <[email protected]> wrote:
Ah, okay this all makes sense. Thanks!
> When you grade a card, you are evaluating how well you remember the answer
> right then, NOT trying to guess what the algorithm will or should do with it
> in the future.
>
> Don't be concerned about giving a card exactly the right grade; if you grade
> it too high or low, the difference in interval to the next time it is shown
> will be only a few days anyway, so not a crucial difference. When you see it
> again, you will then find how well you really know it, and can adjust the
> grade accordingly. Over time, and if you grade according to your current
> memory, the algorithm will continue to adjust so it shows each card at just
> the right interval to prevent forgetting the answer. You may want to Google
> "spaced repetition" or SRS to understand this better.
>
> Here are some ways to think of the grades (I have compiled these from various
> sources). Note that grades 0-1 are for answers you really can't remember,
> while grades 2 and above are answers you can remember, even if not clearly.
> So 1 --> 2 is a dividing point indicating a transition from short to long
> term memory.
> 0 A is entirely unknown.
>
> 1 A is vague, fuzzy; you can't remember the A.
> -------
> 2 Probably about 2 days until you forget the A.
> You "almost" got it. When you saw the A, you thought "I knew it!"
> 3 Significant effort to remember the A.
> You got the A, but it was hard and maybe your understanding was a bit
> off.
> Last interval was too long.
>
> 4 Some effort to remember the A.
> You got the A, but you found it somewhat challenging, not quite easy.
> Last interval was about right.
> Over time, this should be the most common grade.
>
> 5 No effort to remember the A; it is easy.
> Last interval was too short.
>
> == Effect of grades ==
> 0-1 Keep asking until I can answer with 2+.
> These cards are not scheduled ("not memorized").
> -------
> 2 Move card --> into schedule ("memorized").
> 3 Next interval will be shorter.
> 4 Next interval will be equal.
> 5 Next interval will be longer.
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