Links Between Errors and Correct Answers: Does Remembering an Error Lead You Astray or Mediate Correct Recall?

2012 ◽  
Author(s):  
Barbie J. Huelser ◽  
Janet Metcalfe
Keyword(s):  
Correct Recall

Use of Nutrition Information and Understanding of “Percent Daily Value” on Nutrition Facts Tables: Evaluating the Impact of a National Public Education Campaign among Youth and Young Adults in Canada

2019 ◽  
Vol 80 (4) ◽  
pp. 200-204 ◽  
Author(s):  
Brittany Cormier ◽  
Lana Vanderlee ◽  
David Hammond
Keyword(s):  
Population Level ◽  
Correct Recall ◽  
Nutrition Information ◽  
Education Campaign ◽  
Knowledge Based ◽  
Public Education Campaign ◽  
Youth And Young Adults ◽  
Campaign Message ◽  
Health Canada ◽  
The Impact

Purpose: In 2010, Health Canada implemented a national campaign to improve understanding of “percent daily value” (%DV) in Nutrition Facts Tables (NFTs). This study examined sources of nutrition information and knowledge of %DV information communicated in the campaign. Methods: Respondents aged 16–30 years completed the Canada Food Study in 2016 (n = 2665). Measures included sources of nutrition information, NFT use, and %DV knowledge based on the campaign message (“5% DV or less is a little; 15% DV or more is a lot”). A logistic regression examined correlates of providing “correct” responses to %DV questions related to the campaign messaging. Results: Overall, 7.2% (n = 191) respondents correctly indicated that 5% is “a little”, and 4.3% (n = 115) correctly indicated 15% DV was “a lot”. Only 4.0% (n = 107) correctly answered both. Correct recall of %DV amounts was not associated with number of information sources reported, but was greater among those who were female, were younger, and reported greater NFT understanding and serving size information use (P < 0.05 for all). Conclusions: Results show low awareness of messaging from the Nutrition Facts Education Campaign among young Canadians. Such a mass media campaign may be insufficient on its own to enhance population-level understanding of %DV.

scholarly journals The Effects of Divided Attention on Memory for Road Signs

2021 ◽  
Vol 26 (3) ◽  
pp. 283-295
Author(s):  
Nathaniel L. Foster ◽  
Gregory R. Bell
Keyword(s):  
Working Memory ◽  
Divided Attention ◽  
Incidental Learning ◽  
Correct Recall ◽  
Point Of View ◽  
Long Term Memory ◽  
The Road ◽  
Road Signs ◽  
Stop Sign ◽  
Naturalistic Environment

We examined incidental learning of road signs under divided attention in a simulated naturalistic environment. We tested whether word-based versus symbol-based road signs were differentially maintained in working memory by dividing attention during encoding and measuring the effect on long-term memory. Participants in a lab watched a video from the point of view of a car driving the streets of a small town. Participants were instructed to indicate whether passing road signs in the video were on the left or right side of the street while either singing the Star-Spangled Banner (phonological divided attention) or describing familiar locations (visuospatial divided attention). For purposes of analysis, road signs were categorized as word signs if they contained words (e.g., a STOP sign) or as symbol signs if they contained illustrations or symbols (e.g., a pedestrian crosswalk sign). A surprise free recall test of the road signs indicated greater recall for word signs than symbol signs, and greater recall of signs for the phonological divided attention group than the visuospatial divided attention group. Critically, the proportion of correct recall of symbol signs was significantly lower for the visuospatial divided attention group than the phonological divided attention group, p = .02, d = 0.63, but recall for word signs was not significantly different between phonological and visuospatial groups, p = .09, d = 0.44. Results supported the hypothesis that visuospatial information—but not phonological information—is stored in working memory in a simulated naturalistic environment that involved incidental learning.

Computerized Pharmaceutical Algorithm Reduces Medication Administration Errors During Simulated Resuscitations

2010 ◽  
Vol 15 (4) ◽  
pp. 274-281
Author(s):  
Girish G. Deshpande ◽  
Adalberto Torres ◽  
David L. Buchanan ◽  
Susan C. Shane Gray ◽  
Suzanne C. Brown ◽  
...  
Keyword(s):  
Critical Care ◽  
Medication Errors ◽  
Point Of Care ◽  
Pediatric Population ◽  
Correct Recall ◽  
Medication Administration ◽  
High Rate ◽  
Controlled Study ◽  
Usual Practice ◽  
Clinical Scenarios

ABSTRACT OBJECTIVE Medication errors involving intravenous medications continue to be a significant problem, particularly in the pediatric population due to the high rate of point-of-care and weight-adjusted dosing. The pharmaceutical algorithm computerized calculator (pac2) assists in converting physician medication orders to correct volumes and rates of administration for intravenous medications. This study was designed to assess the efficacy of the pac2 in simulated clinical scenarios of point-of-care dosing. Methods The study design was a within-subject controlled study in which 33 nurses from pediatrics, pediatric critical care, or critical care (mean nursing experience of 10.9 years) carried out various point-of-care medication-dosing scenarios with and without the aid of the pac2. RESULTS Use of the pac2 resulted in a significantly higher percentage (mean [95% CI]) of medication volumes calculated and drawn accurately (91% [87–95%] versus 61% [52–70%], p&lt;0.0001), a higher percentage of correct recall of essential medication information (97% [95–99%] versus 45% [36–53%], p&lt;0.0001), and better recognition of unsafe doses (93% [87–99%] versus 19% [12–27%], p&lt;0.0001) as compared to usual practice. The pac2 also significantly reduced average medication calculation times (1.5 minutes [1.3–1.7 minutes] versus 1.9 minutes [1.6–2.2 minutes], p=0.0028) as compared to usual practice. CONCLUSIONS The pac2 significantly improved the performance of drug calculations by pediatric and critical care nurses during simulated clinical scenarios designed to mimic point-of-care dosing. These results suggest that the pac2 addresses an area of safety vulnerability for point-of-care dosing practices and could be a useful addition to a hospital's overall program to minimize medication errors.

scholarly journals Memorable navigation: Assessing the influence of way-finding in spatial clustering

2020 ◽  
Author(s):  
Alvaro Pastor
Keyword(s):  
Cognitive Abilities ◽  
Spatial Information ◽  
Spatial Clustering ◽  
Recall Performance ◽  
Memory Task ◽  
Correct Recall ◽  
Brain Regions ◽  
Medial Temporal Lobes ◽  
Temporal Lobes

Navigating around an environment and remembering the events that took place within it are crucial cognitive abilities that have been linked to the Hippocampus and medial temporal lobes (MTL). Scene Construction Theory (SCT) has proposed that a function of the Hippocampus is the implicit and continuous construction of scenes to help prediction of upcoming environment. Scenes, as highly efficient means of packaging information, underpin in coordination with other brain regions, episodic memory (EM), spatial navigation, future thinking and perhaps even dreaming and mind-wandering. We examined the conditions in which spatial contiguity of stimuli influences the organization of memory by examining spatial clustering (SC) phenomenon. In this research, an augmented reality (AR) system was used to test 14 participants in a spatially dependent memory task which assessed the SC differences between active navigators and passive spectators. We confirmed our hypothesis that navigators use spatial information as part of the retrieval process in free recall, as they tended to sequentially recall any two neighboring otherwise unrelated items. We also found a significant correlation between SC and correct recall performance supporting our second hypothesis. These results may be valuable for design of learning applications, especially dealing with large amounts of data. Research on Alzheimer's and other neurodegenerative diseases may also benefit from our approach. Future studies may assess the role of encoding and retrieval modality and participant's use of mnemonic strategies.

Sex Differences in Memory Estimates for Pictures and Words

2000 ◽  
Vol 87 (1) ◽  
pp. 315-322 ◽  
Author(s):  
Marcos D. Ionescu
Keyword(s):  
Sex Differences ◽  
Recall Test ◽  
Memory Performance ◽  
Memory Task ◽  
Correct Recall ◽  
Recall Task ◽  
Men And Women ◽  
Before And After ◽  
Pictures And Words ◽  
Performance Estimates

Memory performance estimates of men and women before and after a recall test were investigated. College students (17 men and 20 women), all juniors, participated in a memory task involving the recall of 80 stimuli (40 pictures and 40 words). Before and after the task they were asked to provide estimates of their pre- and postrecall performance. Although no sex differences were found for total correct recall, recall for pictures, and recall for words, or in the estimates of memory performance before the recall task, there were significant differences after the test: women underestimated their performance on the words and men underestimated their performance on the picture items.

Using Popular Films to Enhance Classroom Learning

2009 ◽  
Vol 20 (9) ◽  
pp. 1161-1168 ◽  
Author(s):  
Andrew C. Butler ◽  
Franklin M. Zaromb ◽  
Keith B. Lyle ◽  
Henry L. Roediger
Keyword(s):  
Recall Test ◽  
Correct Recall ◽  
Cued Recall ◽  
Misinformation Effect ◽  
Film Clip ◽  
Classroom Learning ◽  
Popular Films ◽  
Correct Information ◽  
Film Clips ◽  
Consistent Information

Popular history films sometimes contain major historical inaccuracies. Two experiments investigated how watching such films influences people's ability to remember associated texts. Subjects watched film clips and studied texts about various historical topics. Whereas the texts contained only correct information, the film clips contained both correct information (consistent with the text) and misinformation (contradicted by the text). Before watching each clip, subjects received a specific warning, a general warning, or no warning about the misinformation. One week later, they returned for a cued-recall test about the texts. Watching a film clip increased correct recall of consistent information relative to recall of the same information when subjects did not see the clip. However, when the information in the film contradicted the text, subjects often (falsely) recalled misinformation from the film. The specific warning substantially reduced this misinformation effect. Teachers should use popular history films with caution and should warn students about major inaccuracies in the films.

Retention as a Function of Successive Recall Trials following Original Learning

1969 ◽  
Vol 25 (2) ◽  
pp. 567-574 ◽  
Author(s):  
Gerald Lazar
Keyword(s):  
Retention Interval ◽  
Original Learning ◽  
Correct Recall ◽  
Warm Up ◽  
Retention Intervals ◽  
Successive Recall

2 experiments, using paired adjectives, examined the effect of successive recall trials (SRC) that occurred immediately after OL on retention. Retention was measured after 0-, 24-, and 48-hr. retention intervals. The first experiment varied SRC trials (0 vs 10) following OL, and retention interval (0 vs 24 hr.). Exp. II extended the first by increasing the amount of post-OL SRC (0, 10, and 20 trials) and by increasing the retention interval (24 vs 48 hr.). Both experiments measured retention over 10 SRC trials. Correct recall was facilitated by post-OL SRC and increased during SRC trials after 24- and 48-hr. retention intervals. The results suggest that both associative and warm-up processes operate during SRC.

Anticipated Interaction and Perceived Helpfulness

1977 ◽  
Vol 45 (2) ◽  
pp. 444-446
Author(s):  
C. Mary Dingus
Keyword(s):  
College Students ◽  
Correct Recall ◽  
Female College Students ◽  
Successful Outcome ◽  
Video Tape ◽  
Same Sex ◽  
Female College ◽  
Perceived Helpfulness

Data from 24 male and 24 female college students who watched a video-tape of a same-sex person performing difficult anagrams showed greater attribution of skill for the more successful outcome. Subjects accurately recalled percentages of correct recall across trials. Those subjects who anticipated interacting with the videotaped person showing good performance perceived such a person to be more helpful than one of lesser skill.

Sex Differences in Memory Estimates, Revisited

2002 ◽  
Vol 91 (1) ◽  
pp. 167-172 ◽  
Author(s):  
Marcos D. Ionescu
Keyword(s):  
Sex Differences ◽  
Undergraduate Students ◽  
Memory Performance ◽  
Correct Recall ◽  
Recall Task ◽  
Men And Women ◽  
Before And After ◽  
Larger Sample ◽  
Performance Estimates

207 undergraduate students (95 men and 112 women) representing all four years in college provided estimates of memory performance before and after a recall task involving 80 stimuli (40 pictures and 40 words). The study was intended as a replication of the work of Ionescu in 2000 wherein men underestimated their performance on the picture items and women underestimated their performance on the words. No sex differences were found for correct recall totals, recall for pictures, recall for words, and total prerecall performance estimates. Although both men and women underestimated their pre- and postrecall performance, women underestimated their postrecall performance more than men. More importantly, men underestimated their performance on recall of pictures, whereas women underestimated their performance on the word items, thereby validating prior results with a larger sample. The possible bases for this phenomenon are still not clear.

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