Effects of posttraining electroconvulsive shock on retention-test performance involving choice.

1969 ◽  
Vol 68 (4) ◽  
pp. 645-649 ◽  
Author(s):  
Bryan E. Pfingst ◽  
Richard A. King
Keyword(s):  
Electroconvulsive Shock ◽  
Test Performance ◽  
Retention Test

Effects of Live, Videotaped, or Written Instruction on Learning an Upper-Extremity Exercise Program

2004 ◽  
Vol 84 (7) ◽  
pp. 622-633 ◽  
Author(s):  
Julie Allen Reo ◽  
Vicki Stemmons Mercer
Keyword(s):  
Health Care ◽  
Physical Therapy ◽  
Cost Containment ◽  
Test Performance ◽  
Retention Test ◽  
Exercise Program ◽  
Health Care Environment ◽  
Care Environment ◽  
Performance Accuracy ◽  
Live Instruction

Background and Purpose. Today's health care environment encourages cost containment in many aspects of patient care, including exercise instruction in physical therapy. The purpose of this study was to determine whether different modes of instruction affect the learning of an exercise program, as measured by retention test performance immediately after the instruction and practice and after a 1-day delay. Subjects. Subjects were 40 people, aged 26 to 51 years (X̄=38.4, SD=7.4), with no known shoulder pathology. Methods. Subjects were instructed in a series of 5 shoulder exercises by 1 of 4 modes of instruction: (1) live modeling, (2) corrected-error videotape, (3) error-free videotape, and (4) handout alone. Results. Subjects who received instruction from handout materials alone (handout group) exhibited poorer performance accuracy than subjects who received live or videotaped modeling and exercise instruction. In addition, the total number of errors of the handout group was more than twice the average of the live instruction and videotape instruction groups. No differences were found between the live instruction group and the 2 groups that received videotaped instruction. Discussion and Conclusion. Live and videotaped modeling are more effective than a handout alone for achieving performance accuracy of a basic exercise program, as measured by immediate and delayed retention tests.

Benton Revised Visual Retention Test Performance of Black Adolescents According to Age, Sex, and Ethnic Identity

1986 ◽  
Vol 63 (1) ◽  
pp. 319-327
Author(s):  
Essie P. Knuckle ◽  
Charles A. Asbury
Keyword(s):  
Multivariate Analysis ◽  
Ethnic Identity ◽  
Test Performance ◽  
Retention Test ◽  
Black Adolescents ◽  
Test Form ◽  
Adolescent Students ◽  
Black Adolescent ◽  
Cultural Variables

As part of a battery, the Benton Revised Visual Retention Test was individually administered to 100 black adolescent students in southeastern Virginia, aged 12 or 13 yr. The Benton test, Form C, Administrations A and C were scored for both Total Errors and Total Number Correct. A multivariate analysis of variance indicated no significant differences between ages, but there were differences between boys' and girls' scores. There were two significant interactions for age, sex, and measured ethnic identity on Administration C for Total Number Correct and Total Errors for the group. Administration A, scored for categorical errors, produced significant univariate F ratios for Total Errors, Distortion, and Total Right Errors on the classification of ethnic identity. Alternative interpretations are feasible, and further research into the influences of experimental and cultural variables on visual perception is needed.

scholarly journals A Study on the Effect of Feedback on the Motor Learning of Adjustability of Grasping Force in the Elderly

2021 ◽  
Author(s):  
Ryohei Yamamoto ◽  
Kazunori Akizuki ◽  
Kazuto Yamaguchi ◽  
Jun Yabuki ◽  
Tatsuya Kaneno
Keyword(s):  
Visual Feedback ◽  
Test Performance ◽  
Retention Test ◽  
The Elderly ◽  
Motor Speed ◽  
Actual Performance ◽  
Learning Tasks ◽  
Grasping Force ◽  
Visual Motor ◽  
The Difference

Abstract In this study, we investigated the function related to the adjustability of grasping force (AGF) of elderly people and the effectiveness of concurrent visual feedback in learning tasks that require AGF. The young and elderly groups were measured for simple visual reaction time and a 100g AGF task that reflected the difference between desired performance and actual performance, and the main learning task was tested and practiced using concurrent visual feedback. Performance improved from pre-test to retention test in both groups, but the elderly group failed to reach the level of the young group. In addition, the retention test performance was associated with age and pre-test performance. In the elderly group, the initial performance of the practice was associated with the difference between desired performance and actual performance. In the latter half of the exercise, it was associated with visual-motor speed. The results of this study show that concurrent visual feedback is effective for learning tasks that require AGF. Indicatively, the improvement in performance during practice is insufficient, and the learning effect is reduced in elderly people who have a significant difference between desired performance and actual performance or whose visual-motor speed is slow.

scholarly journals The Effect of Cue Labeling in Multimedia Learning: Evidence From Eye Tracking

2021 ◽  
Vol 12 ◽  
Author(s):  
Jialu Hu ◽  
Jinkun Zhang
Keyword(s):  
Eye Tracking ◽  
Test Performance ◽  
Retention Test ◽  
Multimedia Learning ◽  
Spatial Contiguity ◽  
Multimedia Material ◽  
Cueing Effect ◽  
Joint Influence ◽  
Color Cues ◽  
Explanatory Information

Cue labels are useful during multimedia learning. According to spatial contiguity principle, people learn more when related words and pictures are displayed spatially near one another. Well-arranged labels of multimedia material can greatly facilitate learning. This study used eye tracking to examine the joint influence of label size (large vs. small) and color (included vs. not) on multimedia learning. The results revealed that larger labels led to better retention test performance and a higher AOI glance count, but no cueing effect was found for color. Cues have a certain attention-leading function that promotes the learner remembering the content. These findings suggest that salient labels that provide explanatory information can guide learners’ attention and facilitate learning, though a combination of label size and color salience did not demonstrate a superior cueing effect.

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