The Half-Life of Knowledge

How knowledge in computing and AI actually decays, consolidates, and gets reused: the evidence behind claims that skills expire fast, the cognitive-science mechanisms behind durable learning, what happens — for an individual or a whole research field — to the knowledge that doesn't consolidate, and how a technology's publicity can diverge from its actual utility along the way.

The Hype Cycle as a Second-Order Cybernetic System

Gartner analyst Jackie Fenn published the first version of the Hype Cycle in a February 1995 research note, "When to Leap on the Hype Cycle" — a hand-drawn curve plotting a handful of technologies against a five-stage…

Placing a Technology on the Half-Life Scale

The Half-Life of Knowledge establishes three tiers — foundational, applied, ephemeral — and shows real domains sitting at each one. What it doesn't give is a way to place a new, arbitrary technology into one of those…

Reading Seven Technologies Through Both Models

The Hype Cycle as a Second-Order Cybernetic System proposes three shapes a technology's publicity-versus-utility curve can take — recovers, recycles, or dies in the Trough — and Placing a Technology on the Half-Life…

Managing the Trough: For Builders and For Learners

The Hype Cycle as a Second-Order Cybernetic System argues the Trough of Disillusionment is usually a correction to an overfit model of a technology's utility, not proof the utility collapsed. That reframing has direct…

Funding Blue-Sky Research to Survive the Trough

Does a Research Field Sleep? shows AI research surviving two winters because specific foundational work — Werbos's backpropagation thesis, Pearl's Bayesian networks, LeCun's early convolutional networks, Vapnik's…

Memorising vs Learning

"The problem with rote learning is not that it fails to produce recall. It's that it fails to produce anything else." — a common paraphrase of the research this page is built on, not a direct quote from any one source

Interleaving against the timetable

This page sits between two others on this site that, read separately, leave a gap worth naming directly. Memorising vs Learning makes the cognitive-science case for interleaved, spaced practice over blocked, massed…