scholarly journals Retrieval practice transfer effects for multielement event triplets

2021 ◽  
Vol 8 (11) ◽  
Author(s):  
Jade S. Pickering ◽  
Lisa M. Henderson ◽  
Aidan J. Horner
Keyword(s):  
Boundary Conditions ◽  
Retrieval Practice ◽  
Transfer Effects ◽  
Final Test ◽  
Theoretical Understanding ◽  
Related Material ◽  
Test Conditions ◽  
Practice Transfer ◽  
Integrated Information

Retrieval practice (RP) leads to improved retention relative to re-exposure and is considered a robust phenomenon when the final test conditions are identical to RP conditions. However, the extent to which RP ‘transfers' to related material is less clear. Here, we tested for RP transfer effects under conditions known to induce integration of associated material at encoding, which may make transfer more likely. Participants learned multielement triplets (locations, animals and objects) and one pairwise association from each triplet was tested through RP, re-exposed, or not re-exposed (control). Two days later participants completed a final test of all pairwise associations. We found no evidence for an RP effect compared to re-exposure, but both tested/re-exposed pairs were better remembered than the not re-exposed control condition. We also found that transfer occurred from both tested to untested and re-exposed to not re-exposed pairs. Our results highlight that RP and re-exposure can boost retention for directly tested/re-exposed event pairs and associated but untested/not re-exposed event pairs, suggesting re-exposure of integrated information can be of pedagogical value. The results also question the boundary conditions for an increase in retention for RP relative to re-exposure, highlighting the need for a better theoretical understanding of RP effects.

scholarly journals Retrieval practice transfer effects for multielement event triplets

2021 ◽  
Author(s):  
Jade Samantha Pickering ◽  
Lisa Henderson ◽  
Aidan J Horner
Keyword(s):  
Boundary Conditions ◽  
Retrieval Practice ◽  
Transfer Effects ◽  
Final Test ◽  
Theoretical Understanding ◽  
Related Material ◽  
Test Conditions ◽  
Practice Transfer ◽  
Integrated Information

Retrieval practice (RP) leads to improved retention relative to re-exposure and is considered a robust phenomenon when the final test conditions are identical to RP conditions. However, the extent to which RP “transfers” to related material is less clear. Here we tested for RP transfer effects under conditions known to induce integration of associated material at encoding, which may make transfer more likely. Participants learned multielement triplets (locations, animals, and objects) and one pairwise association from each triplet was tested through RP, re-exposed, or not re-exposed (control). Two days later participants completed a final test of all pairwise associations. We found no evidence for an RP effect compared to re-exposure, but both tested/re-exposed pairs were better remembered than the not re-exposed control condition. We also found that transfer occurred from both tested to untested and re-exposed to not re-exposed pairs. Our results highlight that RP and re-exposure can boost retention for directly tested/re-exposed event pairs and associated but untested/not re-exposed event pairs, suggesting re-exposure of integrated information can be of pedagogical value. The results also question the boundary conditions for an increase in retention for RP relative to re-exposure, highlighting the need for a better theoretical understanding of RP effects.

The 4Cs of mass customization in service industries: a customer lens

2020 ◽  
Vol 34 (4) ◽  
pp. 499-511 ◽  
Author(s):  
Jessica L. Pallant ◽  
Sean Sands ◽  
Ingo Oswald Karpen
Keyword(s):  
Boundary Conditions ◽  
Mass Customization ◽  
Design Methodology ◽  
Service Industries ◽  
Future Research ◽  
Practical Application ◽  
Theoretical Understanding ◽  
Content Type ◽  
Priority Areas ◽  
Research Priority

Purpose Increasingly, customers are demanding products that fit their individual needs. Many firms respond by cultivating product individualization via mass customization, often integrating this capability via interactive platforms that connect them with customers. Despite such customization, research to date has lacked cohesion, often taking the organizational, rather than customer, view. The purpose of this paper is to provide inconclusive theorizing in regard to customization from the consumers’ perspective. Design/methodology/approach The review and synthesis of the literature revealed that co-configuration is an underexplored domain of mass customization. Consequently, an initial conceptualization of co-configuration is developed and compared with current customization strategies. Specifically, the definition and boundary conditions of co-configuration are compared with three domains of mass customization, namely, co-production, co-construction and co-design. This led to the development of research priority areas to establish an agenda for future research on mass customization and its role in customer’ firm relationships. Findings This paper provides the delineation of four distinct consumer customization strategies, conceptualized in a matrix, and proposes separate customer journey visualizations. In advancing the theoretical understanding by means of a unifying typology, this paper identifies three existing Cs of mass customization (co-production, co-construction and co-design) and focuses specifically on a fourth (co-configuration), identified as an understudied mass customization strategy. Originality/value This paper extends the previous conceptualizations of mass customization comprising co-production, co-design and co-construction. The proposed typology establishes a foundation for four research priority areas that can improve both academic rigor and practical application.

scholarly journals Retrieval Practice Consistently Benefits Student Learning: A Systematic Review of Applied Research in Schools and Classrooms

2019 ◽  
Author(s):  
Pooja K. Agarwal ◽  
Ludmila Nunes ◽  
Janell Blunt
Keyword(s):  
Student Learning ◽  
Retrieval Practice ◽  
Operational Definition ◽  
Future Research ◽  
Final Test ◽  
Total N ◽  
Education Levels ◽  
Improved Learning ◽  
Improve Student Learning ◽  
Classroom Time

Given the growing interest in retrieval practice among educators, it is valuable to know when retrieval practice does and does not improve student learning—particularly for educators who have limited classroom time and resources. In this literature review, we developed a narrow operational definition for “classroom research” compared to previous reviews of the literature. We screened nearly 2,000 abstracts and systematically coded 50 experiments to establish a clearer picture of benefits from retrieval practice in real world educational settings. Our review yielded 49 effect sizes and a total n = 5,374, the majority of which (57%) revealed medium or large benefits from retrieval practice. We found that retrieval practice improved learning for a variety of education levels, content areas, experimental designs, final test delays, retrieval and final test formats, and timing of retrieval practice and feedback; however, only 6% of experiments were conducted in non-WEIRD countries. Based on our review of the literature, we make eight recommendations for future research and provide educators with a better understanding of the robust benefits of retrieval practice across a range of school and classroom settings.

scholarly journals Retrieval practice facilitates memory updating by enhancing and differentiating medial prefrontal cortex representations

eLife ◽  
2020 ◽  
Vol 9 ◽  
Author(s):  
Zhifang Ye ◽  
Liang Shi ◽  
Anqi Li ◽  
Chuansheng Chen ◽  
Gui Xue
Keyword(s):  
Prefrontal Cortex ◽  
Medial Prefrontal Cortex ◽  
Pattern Analysis ◽  
Retrieval Practice ◽  
Neural Mechanisms ◽  
Neural Activation ◽  
Final Test ◽  
Memory Updating ◽  
Practice Condition ◽  
Memory Integration

Updating old memories with new, more current information is critical for human survival, yet the neural mechanisms for memory updating in general and the effect of retrieval practice in particular are poorly understood. Using a three-day A-B/A-C memory updating paradigm, we found that compared to restudy, retrieval practice could strengthen new A-C memories and reduce old A-B memory intrusion, but did not suppress A-B memories. Neural activation pattern analysis revealed that compared to restudy, retrieval practice led to stronger target representation in the medial prefrontal cortex (MPFC) during the final test. Critically, it was only under the retrieval practice condition that the MPFC showed strong and comparable competitor evidence for both correct and incorrect trials during final test, and that the MPFC target representation during updating was predictive of subsequent memory. These results suggest that retrieval practice is able to facilitate memory updating by strongly engaging MPFC mechanisms in memory integration, differentiation and consolidation.

scholarly journals Computational Analyses of the Effects of Wind Tunnel Ground Simulation and Blockage Ratio on the Aerodynamic Prediction of Flow over a Passenger Vehicle

Vehicles ◽  
2020 ◽  
Vol 2 (2) ◽  
pp. 318-341
Author(s):  
Chen Fu ◽  
Mesbah Uddin ◽  
Chunhui Zhang
Keyword(s):  
Wind Tunnel ◽  
Boundary Conditions ◽  
Physical Simulation ◽  
Cost Effective ◽  
Aerodynamic Characteristics ◽  
Operating Conditions ◽  
Scale Model ◽  
Blockage Ratio ◽  
Road Tunnel ◽  
Test Conditions

With the fast-paced growth of computational horsepower and its affordability, computational fluid dynamics (CFD) has been rapidly evolving as a popular and effective tool for aerodynamic design and analysis in the automotive industry. In the real world, a road vehicle is subject to varying wind and operating conditions that affect its aerodynamic characteristics, and are difficult to reproduce in a traditional wind tunnel. CFD has the potential of becoming a cost-effective way of achieving this, through the application of different boundary conditions. Additionally, one can view wind tunnel testing, be it a fixed-floor or rolling road tunnel, as a physical simulation of actual on-road driving. The use of on-road track testing, and static-floor, and rolling-road wind tunnel measurements are common practices in industry. Subsequently, we investigated the influences of these test conditions and the related boundary conditions on the predictions of the aerodynamic characteristics of the flow field around a vehicle using CFD. A detailed full-scale model of Hyundai Veloster with two vehicle configurations, one with the original and the other with an improved spoiler, were tested using a commercial CFD code STAR-CCM+ from Siemens. Both vehicle configurations were simulated using four different test conditions, providing overall eight different sets of simulation settings. The CFD methodology was validated with experimental data from the Hyundai Aero-acoustic Wind Tunnel (HAWT), by accurately reproducing the test section with static floor boundary conditions. In order to investigate the effect of the blockage ratio on the aerodynamic predictions, the vehicle models were then tested with moving ground plus rotating wheel boundary conditions, using a total of four virtual wind tunnel configurations, with tunnel solid blockage ratios ranging from 1.25%, which corresponds to the actual HAWT, to 0.04%, which presents an open air driving condition.

Does Item Difficulty Affect the Magnitude of the Retrieval Practice Effect? An Evaluation of the Retrieval Effort Hypothesis

2020 ◽  
Vol 23 ◽  
Author(s):  
Marcos Felipe Rodrigues de Lima ◽  
Sebastião Venâncio ◽  
Júlia Feminella ◽  
Luciano Grüdtner Buratto
Keyword(s):  
Recall Test ◽  
Retrieval Practice ◽  
Item Difficulty ◽  
Practice Effect ◽  
Cued Recall ◽  
Study Phase ◽  
Nonsignificant Trend ◽  
Final Test ◽  
Practice Phase ◽  
Effort Hypothesis

Abstract Retrieving information by testing improves subsequent retention more than restudy, a phenomenon known as the retrieval practice effect. According to the retrieval effort hypothesis (REH), difficult items require more retrieval effort than easier items and, consequently, should benefit more from retrieval practice. In two experiments, we tested this prediction. Participants learned sets of easy and difficult Swahili–Portuguese word pairs (study phase) and repeatedly restudied half of these items and repeatedly retrieval practiced the other half (practice phase). Forty-eight hours later, they took a cued-recall test (final test phase). In both experiments, we replicated both the retrieval practice and the item difficulty effects. In Experiment 1 (N = 51), we found a greater retrieval practice effect for easy items, MDifference = .26, SD = .17, than for difficult items, MDifference = .19, SD = .19, t(50) = 2.01, p = .05, d = 0.28. In Experiment 2 (N = 28), we found a nonsignificant trend—F(1, 27) = 2.86, p = .10, $$ {\upeta}_{\mathrm{p}}^2 $$ = .10—toward a greater retrieval practice effect for difficult items, MDifference = .28, SD = .22, than for easy items, MDifference = .18, SD = .21. This was especially true for individuals who benefit from retrieval practice (difficult: MDifference = .32, SD = .18; easy: MDifference = .20, SD = .20), t(24) = –2.08, p = .05, d = –0.42. The results provide no clear evidence for the REH and are discussed in relation to current accounts of the retrieval practice effect.

The Effect of Retrieval Practice on Transitive Inference

2019 ◽  
Vol 66 (6) ◽  
pp. 377-392
Author(s):  
Milton E. Picklesimer ◽  
Zachary L. Buchin ◽  
Neil W. Mulligan
Keyword(s):  
Testing Effect ◽  
Retrieval Practice ◽  
Meta Analysis ◽  
Transitive Inference ◽  
Small Scale ◽  
Final Test ◽  
Element Interactivity ◽  
Significant Negative Effect ◽  
Negative Effect ◽  
Retention Intervals

Abstract. Compared to restudying, retrieval practice has often been found to enhance memory (the testing effect). However, it has been proposed that materials with high element interactivity may not benefit from retrieval practice. Transitive inference (TI) requires just such interactivity, in which information must be combined across multiple learning elements or premises. The current study employed a 7-element TI paradigm in which participants initially learned a set of premises (e.g., A > B, B > C, C > D, etc.), then engaged in either restudy or retrieval practice with the premises, and then were given a final test that assessed memory for the original premises and one’s ability to make transitive inferences about them (e.g., to infer that B > D). Three experiments examined TI on final tests with retention intervals of a few minutes (Experiment 1), 2 days (Experiment 2), or up to a week (Experiment 3). Retrieval practice consistently failed to enhance transitive inference. Furthermore, retrieval practice significantly reduced TI in Experiment 1. Across experiments, TI was numerically worse in the retrieval-practice than restudy condition in 4 of 5 comparisons, and a small-scale meta-analysis revealed a significant negative effect of retrieval practice on TI.

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