A case study of the long-term retention of 137Cs after inhalation of high temperature reactor fuel element ash

AbstractHere, we present two case studies of extremely long-term retention. In the first, Richard C. Atkinson (RCA) had learned word sequences during experiments for his dissertation. Sixty-seven years later, RCA relearned the same words either in the original order or in a scrambled order. RCA reported no conscious awareness that the words were those used in the dissertation, but his relearning was considerably better for the words in the original order. In the second case study, Denis Cousineau had searched displays of objects for the presence of a target. The targets and foils had been novel at the beginning of training, and his search rate improved markedly over about 70 sessions. After 22 years, retraining showed retention of much of this gain in rate of search, and the rate was markedly faster than search for new objects with the same structure as the trained set. We consider interpretations of these case studies for our understanding of long-term retention.

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Disintegration of graphite matrix from the simulative high temperature gas-cooled reactor fuel element by electrochemical method

Electrochimica Acta ◽

10.1016/j.electacta.2009.07.056 ◽

2009 ◽

Vol 54 (28) ◽

pp. 7313-7317 ◽

Cited By ~ 10

Author(s):

Lifang Tian ◽

Mingfen Wen ◽

Linyan Li ◽

Jing Chen

Keyword(s):

High Temperature ◽

Fuel Element ◽

Electrochemical Method ◽

Reactor Fuel ◽

Graphite Matrix ◽

Reactor Fuel Element ◽

High Temperature Gas

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Vocabulary acquisition and the textbook

ITL - International Journal of Applied Linguistics ◽

10.1075/itl.166.2.01nor ◽

2015 ◽

Vol 166 (2) ◽

pp. 199-228

Author(s):

Marie Nordlund

Keyword(s):

Vocabulary Acquisition ◽

Teaching Materials ◽

Young Learners ◽

Term Retention ◽

Language Classroom ◽

Long Term Retention ◽

Conscious Attention

Recycling words, that is, using and/or encountering words many times in different contexts, is important for vocabulary acquisition and long-term retention to be successful. In the language classroom, the textbook plays an important role, but despite that, surprisingly few studies have investigated the vocabulary component of textbooks. This is particularly the case for textbooks for young learners. To somewhat remedy this scarcity, this case study reports the analysis of vocabulary in teaching materials aimed at students aged 10–12 years in Sweden. A corpus of all texts in three textbooks was compiled to facilitate analysis and comparison as regards what words can be found in the texts, their frequency and to what extent and how they are recycled. The results suggest that more conscious attention is needed to what words are included in textbooks and to how often they are recycled.

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