Computer Ondersteunde Vreemde-Taalverwerving op de Hogere Niveaus

1999 ◽  
Vol 61 ◽  
pp. 111-126
Author(s):  
Peter Groot
Keyword(s):  
Word Learning ◽  
Mental Lexicon ◽  
Lexical Retrieval ◽  
Computer Assisted ◽  
Processing Theory ◽  
Term Retention ◽  
Study Programme ◽  
Word Lists ◽  
Long Term Retention

The interactive self-study programme (called CAVOCA: Computer Assisted VOCabulary Acquisition) is based on generally accepted theories about the mental lexicon (cf. Aitchison's Words in the Mind) and the "levels of processing" theory first advanced by Craik and Lockhart. The programme constitutes a systematic attempt to operationalize the theoretical analysis of the word learning process that recognizes various stages in this same process: learning about the various features of the word, embedding it in various networks, consolidation etc. leading to efficient lexical retrieval. With this end in mind, the words are presented in a variety of L2 contexts, enabling the learner to process the word intensively and facilitating long-term retention. The programme is intended as an alternative to more orthodox word learning techniques such as bilingual word lists with their disappointing long-term retention results. The programme has been contrasted in various experimental (differential treatment) settings with bilingual word lists, and the results confirm the theory concerning the structure of the mental lexicon in that a deeper level of processing results in better long-term retention.

scholarly journals Failure to learn from feedback underlies word learning difficulties in toddlers at risk for autism

2012 ◽  
Vol 40 (1) ◽  
pp. 29-46 ◽  
Author(s):  
R. BEDFORD ◽  
T. GLIGA ◽  
K. FRAME ◽  
K. HUDRY ◽  
S. CHANDLER ◽  
...  
Keyword(s):  
At Risk ◽  
Word Learning ◽  
Children With Autism ◽  
Social Feedback ◽  
Term Retention ◽  
Vocabulary Building ◽  
Referent Selection ◽  
Long Term Retention ◽  
Object Mapping

ABSTRACTChildren's assignment of novel words to nameless objects, over objects whose names they know (mutual exclusivity; ME) has been described as a driving force for vocabulary acquisition. Despite their ability to use ME to fast-map words (Preissler & Carey, 2005), children with autism show impaired language acquisition. We aimed to address this puzzle by building on studies showing that correct referent selection using ME does not lead to word learning unless ostensive feedback is provided on the child's object choice (Horst & Samuelson, 2008). We found that although toddlers aged 2;0 at risk for autism can use ME to choose the correct referent of a word, they do not benefit from feedback for long-term retention of the word–object mapping. Further, their difficulty using feedback is associated with their smaller receptive vocabularies. We propose that difficulties learning from social feedback, not lexical principles, limits vocabulary building during development in children at risk for autism.

The Advantages of Retrieval-Based and Spaced Practice: Implications for Word Learning in Clinical and Educational Contexts

2020 ◽  
Vol 51 (4) ◽  
pp. 955-965
Author(s):  
Katherine R. Gordon
Keyword(s):  
Word Learning ◽  
Language Disorders ◽  
Additional Research ◽  
Target Information ◽  
Cognitive Sciences ◽  
Spaced Practice ◽  
Term Retention ◽  
Current Article ◽  
Long Term Retention

Purpose Researchers in the cognitive sciences have identified several key training strategies that support good encoding and retention of target information. These strategies are retrieval-based practice, also known as learning through testing, and spaced practice. The recent resurgence of research on retrieval-based and spaced practice has been extended to investigate the effectiveness of these strategies to support learning in individuals with language disorders. The purpose of the current article is to review key principles of retrieval-based and spaced practice that can be used to support word learning in individuals within clinical and educational contexts. Conclusion Current research provides evidence that principles of retrieval-based and spaced practice can enhance word learning for individuals with language disorders. Current research provides guidance for clinicians on how to implement these strategies both within and across sessions to support encoding and retention of target information. Additional research should be conducted to provide a better understanding of how to optimize encoding and retention in clinical and educational contexts. Most notably, research that examines long-term retention after interventions are withdrawn would further our understanding of how these principles can be optimally applied to improve outcomes for individuals with language disorders.

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.

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