Forgetting as a Function of Sleep at Different Times of Day

1972 ◽  
Vol 24 (4) ◽  
pp. 386-393 ◽  
Author(s):  
G. R. J. Hockey ◽  
S. Davies ◽  
M. M. Gray
Keyword(s):  
Retention Interval ◽  
Sleep Stages ◽  
Free Recall Task ◽  
Immediate Recall ◽  
Term Retention ◽  
Time Period ◽  
Long Term Retention ◽  
Function Of Sleep ◽  
Marked Drop

The experiment studied the separate effects of sleep and time period of retention interval on forgetting. A free recall task was given to independent groups of subjects either at night or in the morning, and a second recall demanded 5 h later, after an intervening period of sleeping or waking activity. Oral body temperatures (BT) were measured at each session. The data were analysed in terms of (a) immediate recall at test 1, and (b) amount forgotten from test 1 to test 2. Immediate recall was higher for morning groups, in agreement with previous findings, serial position analysis indicating that the effect is confined to enhancement of the primary memory component. Long-term retention was higher over the night interval, irrespective of sleeping conditions, though having slept at night produced better retention than having stayed awake. Sleep during the morning was not effective in reducing forgetting. BT showed a marked drop for both night groups and rise for day groups over the retention interval. Alternative explanations for the classical sleep/memory findings are suggested in terms of (a) differential effects of sleep stages on memory, and (b) the underlying diurnal variation in BT and other processes.

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).

Long-Term Retention of Conditioned Taste Aversions: Effects of Gustatory Interference

1973 ◽  
Vol 33 (2) ◽  
pp. 511-514 ◽  
Author(s):  
William Dragoin ◽  
Glenn Hughes ◽  
Michael Devine ◽  
Jack Bentley
Keyword(s):  
Retention Interval ◽  
Drug Induced ◽  
Term Retention ◽  
Long Term Retention ◽  
Hcl Solution

The 1 trial conditional pairing of a novel taste (HCl) solution with drug-induced illness (ip injection of cyclophosphamide) induces taste aversions in rats. This aversion is retained after intervals of 15, 45, or 90 days, even when the animals have had experience with similar tastes during the retention interval.

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.

Courses of Misrecall over Long-Term Retention Intervals as Related to Strength of Pre-Experimental Habits of Word Association

1965 ◽  
Vol 16 (3_suppl) ◽  
pp. 1173-1192 ◽  
Author(s):  
Edward A. Bilodeau ◽  
Kenneth A. Blick
Keyword(s):  
Retention Interval ◽  
Motor Skills ◽  
Word Association ◽  
Item Analysis ◽  
Term Retention ◽  
Skills Retention ◽  
Long Term Retention ◽  
Retention Intervals ◽  
Experimental Word

Following a proaction paradigm, 670 Ss were trained with two lists containing five of the secondary associates (R2) to Russell-Jenkins stimulus words, and were tested 2 min., 20 mm., 2 days, or 28 days later for retention of the second list. During recall, half of the Ss were administered the five stimulus words corresponding to the five R2 words of the second list (stimulated condition), and half did not receive the stimulus words (not-stimulated condition). The stimulus words were divisible into three categories, in effect varying the cultural associative probabilities at each retention interval. Altogether, there were 24 groups completing a 4 × 2 × 3 factorial design. The retention of R2s decreased with time and the effect of stimulation was to raise their level of production above groups not so stimulated. As R2s decreased with time, intrusions of R1s (primaries) and Ra-nS (sum of Ra to R n) became more numerous where the cultural probabilities suggested this ought to happen. After 28 days, Ss still showed strong evidence of the training exposure but performance was more like that of free-associating Ss than that of shorter retention groups. In the not-stimulated condition, intrusions from unidentified sources (classified as Remainder) were more numerous the longer the retention interval. Collectively, these data support the conclusion that the amount of proactive interference via specific pre-experimental word-word habits increases as a function of time. An item analysis suggested a monotonic pattern of rs for forgetting under stimulated conditions, but not under conditions of free recall. This was interpreted to mean that forgetting when stimulated was more a process of complication than simplification and resembles a process sometimes found in motor-skills retention. Other correlational analyses proved useful tools for describing forgetting; questions pertaining to the behavior of items were quite as intriguing as those about Ss. Also, more variance could be accounted for after long than short retention intervals.

Long-Term Retention of Random Sequential Digital Information with the Aid of Phonemic Recoding: A Case Report

1971 ◽  
Vol 33 (2) ◽  
pp. 455-460 ◽  
Author(s):  
Stefan Slak
Keyword(s):  
Case Report ◽  
Retention Interval ◽  
Random Sequence ◽  
Digital Information ◽  
Learning Sequence ◽  
Term Retention ◽  
Long Term Retention ◽  
Sequential Information

A single S learned a random sequence of 1,152 digits in 34½ hr. with the aid of a prelearned phonemic recoding system, while he was able to learn only one-third of that length without phonemic recoding in the same period of time. After a 3-mo. retention interval, S remembered two-thirds of the learning sequence, while in the control condition there was no evidence of recall. Utility of multiple recoding of binary sequential information was demonstrated. Results were compared with previous findings on phonemic recoding. Practical applicability of phonemic recoding of sequential digital information was suggested.

Five Teaching Methods: A Comparative Study in Nurse Education

1978 ◽  
Vol 22 (1) ◽  
pp. 91-92 ◽  
Author(s):  
George E. Tibbitts ◽  
John R. Nicholas ◽  
Ronald J. McKay
Keyword(s):  
Teaching Methods ◽  
Instructional Effectiveness ◽  
Renal Physiology ◽  
Programmed Instruction ◽  
Short Term ◽  
Traditional Lecture ◽  
Immediate Recall ◽  
Term Retention ◽  
Long Term Retention

The relative instructional effectiveness of five teaching methods, Reading, Lecture-traditional, Lecture-audiotape, Programmed Instruction and Multimedia, was studied. Comparisons were based on test scores obtained by trainee nurses on three different occasions following instruction on a topic in renal physiology. The Multimedia method appeared to be most immediately effective, and the two Lecture methods least effective, in terms of students' ability to recall information following an instruction session. On short term retention of information with no reinforcement of material presented during the instruction session, the situation apparent on immediate recall persisted but differences in effectiveness were less marked. On long term retention of information, with no reinforcement, the effect of the five teaching methods was virtually indistinguishable.

scholarly journals UV-Vis Spectrophotometric Analysis of DNA Retrieval for DNA Storage Applications

Actuators ◽  
2021 ◽  
Vol 10 (10) ◽  
pp. 246
Author(s):  
Aamir Minhas-Khan ◽  
Morteza Ghafar-Zadeh ◽  
Tina Shaffaf ◽  
Saghi Forouhi ◽  
Anthony Scime ◽  
...  
Keyword(s):  
Storage Time ◽  
Spectrophotometric Analysis ◽  
Retrieval Process ◽  
Term Retention ◽  
Time Period ◽  
Dna Storage ◽  
Long Term Retention ◽  
Hydrophilicity And Hydrophobicity ◽  
The Relationship

Informational Deoxyribonucleic Acid (iDNA) has gained the attention of many researchers and pioneer companies for the development of novel storage systems for the long-term and high-density storing of information. This research focuses on the physical storage of iDNA strands to address some of the current challenges by evaluating the accuracy of the process of iDNA retrieval from the surface after the dehydration process. For this aim, a UV-Vis spectrophotometric technique was used to measure the concentration of the DNA samples. Although spectroscopy has been widely employed for the evaluation of DNA concentration and contamination in a solution, it has not been used to investigate dry-state DNA, which is one of the preferred storage formats for the long-term retention of information. These results demonstrate that the UV-Vis spectrophotometric technique can be used to accurately measure dry-state DNA before the retrieval and its residues after the DNA retrieval process. This paper further examines the storage/retrieval process by investigating the relationship between the storage time and the amount of retrieved DNA or the DNA residue left on various surfaces. Based on the experimental results demonstrated and discussed in this paper, UV-Vis spectrophotometry can be used for monitoring dry-state DNA with a high accuracy larger than 98%. Moreover, these results reveal that the hydrophilicity and hydrophobicity of the surface do not significantly affect DNA retrieval over a one-month time period.

Effect of Forebrain Ablation on Long-Term Retention of an Appetitive Discrimination by Goldfish

1975 ◽  
Vol 36 (3) ◽  
pp. 783-786 ◽  
Author(s):  
Nancy Bohac Flood
Keyword(s):  
Retention Interval ◽  
Discrimination Task ◽  
Memory Function ◽  
Correct Choice ◽  
Long Term Memory ◽  
Term Memory ◽  
Term Retention ◽  
Long Term Retention

4 normal and 4 forebrain-ablated fish were food-reinforced for correct choice in a circle-square discrimination task; both groups readily learned the task. When the fish were tested after 8 days of a practice-free retention interval, both groups performed equally well and at the same level as their earlier asymptote. The results of this study indicate that long-term memory function of teleosts is not affected by forebrain ablation.

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
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