Long-term retention of transient news events

2000 ◽  
Vol 6 (1) ◽  
pp. 44-51 ◽  
Author(s):  
MARGARET G. O'CONNOR ◽  
MARY ALICE SIEGGREEN ◽  
KRISTIE BACHNA ◽  
BRINA KAPLAN ◽  
LAIRD S. CERMAK ◽  
...  
Keyword(s):  
Age Groups ◽  
Negative Influence ◽  
Specific Pattern ◽  
Remote Memory ◽  
Recency Effects ◽  
Term Retention ◽  
Long Term Retention ◽  
News Events ◽  
Better Than

Many retrospective analyses of remote memory have demonstrated recency effects in that memory for events proximal to the time of testing is superior to memory for events from remote time periods. However, the rate at which information decays over time and the specific pattern of forgetting may vary depending upon the distinct attributes of stimuli used as indices of memory. Studies examining long-term forgetting of well rehearsed, conceptually integrated information underscore preservation of remote events, some of which are thought to be permanently stored in memory. A different pattern of forgetting emerges in relation to recall of discrete facts whereby recall declines according to a negatively accelerated decay curve. In the current study long-term retention of transient news events was examined. Results were examined in relation to the effects of age and sex. All age groups demonstrated recency effects in that events from the recent past were recalled better than remote events. Age did not exert a negative influence on recall of remote or recent events with the exception of younger participants who did not recall items predating their dates of birth. Older female participants were less adept at recalling very old events than their male counterparts. (JINS, 2000, 6, 44–51.)

Immediate and Long-Term Retention for Pictorial and Verbal Stimuli

1982 ◽  
Vol 55 (3_suppl) ◽  
pp. 1079-1082 ◽  
Author(s):  
Jesse E. Purdy ◽  
Roy R. Luepnitz
Keyword(s):  
Long Term Memory ◽  
Verbal Stimuli ◽  
Immediate Recall ◽  
Term Retention ◽  
Verbal Labels ◽  
Long Term Retention ◽  
Representational Pictures ◽  
Recall Mode ◽  
Better Than

Although nouns of high imagery are generally recalled better than nouns of low imagery, both Palermo and Yuille have shown that retention for the former decreases with time. The present study tested the hypothesis that this decreased effectiveness occurs because images stored in long-term memory are accessible only through their verbal labels. 64 subjects were presented pictures and later asked to draw them or provide one-word descriptions. Other subjects were presented words and asked to recall them or draw representational pictures. Recall was tested immediately and 48 hr. later. Regardless of recall mode, subjects viewing pictures showed significantly greater recall than subjects viewing words, and for all subjects immediate recall was better.

scholarly journals Language Difficulty and Prior Learning Influence Foreign Vocabulary Acquisition

Languages ◽  
2019 ◽  
Vol 5 (1) ◽  
pp. 2
Author(s):  
Sayuri Hayakawa ◽  
James Bartolotti ◽  
Aimee van den Berg ◽  
Viorica Marian
Keyword(s):  
Foreign Language ◽  
Prior Learning ◽  
Vocabulary Retention ◽  
Learning Contexts ◽  
Term Retention ◽  
Initial Acquisition ◽  
Language Difficulty ◽  
Long Term Retention ◽  
Better Than

When learning a foreign language, words that are the hardest to learn are often the easiest to forget. Yet, there is also evidence that more challenging learning contexts can lead to greater long-term retention. Here, we investigate the effect of language difficulty on vocabulary retention by teaching participants novel words that varied in both imageability and similarity to a known language over a period of four weeks. We found that easier words (high-imageability and familiar) were generally retained better than harder words (low-imageability and unfamiliar). However, when words were fully learned during training, the more difficult unfamiliar words were later recalled with higher accuracy than easier familiar words. The effect of language difficulty on vocabulary retention therefore varies depending on how well words were initially encoded. We conclude that greater challenges can reap greater long-term rewards so long as learners establish a strong foundation during initial acquisition.

scholarly journals Effect of the Instruction Time of the Day on Student Learning

2020 ◽  
Vol 4 (2) ◽  
Author(s):  
Nasim Muhammad ◽  
Gaganpreet Sidhu ◽  
Seshasai Srinivasan
Keyword(s):  
Student Learning ◽  
Undergraduate Students ◽  
Corrective Feedback ◽  
First Year ◽  
Instruction Time ◽  
Term Retention ◽  
Early Afternoon ◽  
Long Term Retention ◽  
Better Than

<p class="Abstract">In this work, we analyze the effect of the instruction time of the day on student learning in a programming course taught to first-year undergraduate students in an engineering program. A total of 174 students were split into three different sections, each having a different class time. All sections were taught the same material and by the same instructor. It was found that students in the morning and early afternoon sections performed better than the students in the late afternoon section. In all three sections, there is evidence of long-term retention of concepts, which is attributed to the intervention based active learning environment that uses the principles of constructivism. Specifically, the techniques of reinforcement and feedback help with long term retention and avoiding learning of wrong concepts with immediate corrective feedback.</p>

Long-term retention is greater following closed-book tests than open-book tests

2006 ◽  
Author(s):  
Pooja K. Agarwal ◽  
Jeffrey D. Karpicke ◽  
Sean H. Kang ◽  
Henry L. Roediger ◽  
Kathleen B. McDermott
Keyword(s):  
Open Book ◽  
Term Retention ◽  
Long Term Retention

Retrieval practice promotes long-term retention irrespective of the placement

2020 ◽  
Author(s):  
alice latimier ◽  
Arnaud Rierget ◽  
Son Thierry Ly ◽  
Franck Ramus
Keyword(s):  
Retention Interval ◽  
Retrieval Practice ◽  
Memory Retention ◽  
Term Retention ◽  
Long Term Retention

The current study aimed at comparing the effect of three placements of the re-exposure episodes on memory retention (interpolated-small, interpolated-medium, postponed), depending on whether retrieval practice or re-reading was used, and on retention interval (one week vs one month).

scholarly journals Efficacy of implementing intermittent STOP THE BLEED® reviews on long term retention of hemorrhage control skills of first year medical students

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Enkhtsogt Sainbayar ◽  
Nathan Holt ◽  
Amber Jacobson ◽  
Shalini Bhatia ◽  
Christina Weaver
Keyword(s):  
Medical Students ◽  
Intervention Group ◽  
Training Session ◽  
Likert Scale ◽  
Control Group ◽  
First Year ◽  
Hemorrhage Control ◽  
Term Retention ◽  
Long Term Retention

Abstract Context Some medical schools integrate STOP THE BLEED® training into their curricula to teach students how to identify and stop life threatening bleeds; these classes that are taught as single day didactic and hands-on training sessions without posttraining reviews. To improve retention and confidence in hemorrhage control, additional review opportunities are necessary. Objectives To investigate whether intermittent STOP THE BLEED® reviews were effective for long term retention of hemorrhage control skills and improving perceived confidence. Methods First year osteopathic medical students were asked to complete an eight item survey (five Likert scale and three quiz format questions) before (pretraining) and after (posttraining) completing a STOP THE BLEED® training session. After the surveys were collected, students were randomly assigned to one of two study groups. Over a 12 week intervention period, each group watched a 4 min STOP THE BLEED® review video (intervention group) or a “distractor” video (control group) at 4 week intervals. After the 12 weeks, the students were asked to complete an 11 item survey. Results Scores on the posttraining survey were higher than the pretraining survey. The median score on the five Likert scale items was 23 points for the posttraining survey and 14 points for the pretraining survey. Two of the three knowledge based quiz format questions significantly improved from pretraining to posttraining (both p<0.001). On the 11 item postintervention survey, both groups performed similarly on the three quiz questions (all p>0.18), but the intervention group had much higher scores on the Likert scale items than the control group regarding their confidence in their ability to identify and control bleeding (intervention group median = 21.4 points vs. control group median = 16.8 points). Conclusions Intermittent review videos for STOP THE BLEED® training improved medical students’ confidence in their hemorrhage control skills, but the videos did not improve their ability to correctly answer quiz-format questions compared with the control group.

Children's long‐term retention is directly constrained by their working memory capacity limitations

2021 ◽  
Author(s):  
Alicia Forsberg ◽  
Dominic Guitard ◽  
Eryn J. Adams ◽  
Duangporn Pattanakul ◽  
Nelson Cowan
Keyword(s):  
Working Memory ◽  
Working Memory Capacity ◽  
Memory Capacity ◽  
Capacity Limitations ◽  
Term Retention ◽  
Long Term Retention
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