Learning curve in psychology and economics
The first person to describe the learning curve was Hermann Ebbinghaus in 1885. He found that the time required to memorize a nonsense word increased sharply as the number of syllables increased. Psychologist, Arthur Bills gave a more detailed description of learning curves in 1934. He also discussed the properties of different types of learning curves, such as negative acceleration, positive acceleration, plateaus, and ogive curves. In 1936, Theodore Paul Wright described the effect of learning on labor productivity in the aircraft industry and proposed a mathematical model of the learning curve. The economic learning of productivity and efficiency generally follows the same kinds of experience curves and have interesting secondary effects. Efficiency and productivity improvement can be considered as whole organization or industry or economy learning processes, as well as for individuals. The general pattern is of first speeding up and then slowing down, as the practically achievable level of methodology improvement is reached. The effect of reducing local effort and resource use by learning improved methods paradoxically often has the opposite latent effect on the next larger scale system, by facilitating its expansion, or economic growth, as discussed in the Jevons paradox in the 1880s and updated in the Khazzoom-Brookes Postulate in the 1980s.  Broader interpretations of the learning curve
Initially introduced in educational and behavioral psychology, the term has acquired a broader interpretation over time, and expressions such as "experience curve", "improvement curve", "cost improvement curve", "progress curve", "progress function", "startup curve", and "efficiency curve" are often used interchangeably. In economics the subject is rates of "development", as development refers to a whole system learning process with varying rates of progression. Generally speaking all learning displays incremental...
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