scholarly journals Examining the episodic context account: does retrieval practice enhance memory for context?

2019 ◽  
Vol 4 (1) ◽  
Author(s):  
Min Kyung Hong ◽  
Sean M. Polyn ◽  
Lisa K. Fazio
Keyword(s):  
Retrieval Practice ◽  
Underlying Mechanism ◽  
Initial Study ◽  
Current Theory ◽  
Learning Context ◽  
Prior Learning ◽  
Study Strategy ◽  
Practice Condition ◽  
Study Context ◽  
Font Color

AbstractRetrieval practice, such as filling in blanks or taking quizzes, is firmly established as an effective study strategy. However, the underlying mechanism of how retrieval practice benefits memory is still unclear. One current theory, the episodic context account, proposes that retrieval enhances memory by reinstating a prior learning context. This retrieved context is then strengthened and updated to include context at the time of recall, which later serves as an effective retrieval cue. However, few studies have directly tested this hypothesis. We did so by examining participants’ memory for the initial study context. Across three experiments, participants encoded cue-target pairs presented in different colors and either restudied or practiced retrieving the targets. If retrieval practice benefits memory by reinstating the prior episodic context, participants who successfully retrieved the items during practice should have enhanced memory for context details (i.e. font color) compared to participants who restudied the pairs. Contrary to this prediction, memory for font colors did not differ between the restudy condition and the retrieval practice condition. Even when font color was actively attended to and integrated with the to-be-remembered items, retrieval practice did not increase memory for this aspect of context. Our results suggest that the context reinstated during retrieval practice is limited in nature. Aspects of the context that are not essential to retrieval of the item are not strengthened by retrieval practice.

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 Photosensitive neurons in mollusks

2005 ◽  
Vol 57 (4) ◽  
pp. 247-258 ◽  
Author(s):  
Gordana Kartelija ◽  
M. Nedeljkovic ◽  
Lidija Radenovic
Keyword(s):  
Dorsal Surface ◽  
Underlying Mechanism ◽  
Nerve Cells ◽  
Induced Response ◽  
Electrophysiological Properties ◽  
Font Color

In addition to regular photoreceptors, some invertebrates possess simple extra ocular photoreceptors. For ex?ample, the central ganglia of mollusks contain photosensitive neurons. These neurons are located on the dorsal surface of the ganglia and based on their electrophysiological properties it has been postulated that they are internal photoreceptors. Besides the eye, transduction of light also occurs in these extra-ocular photoreceptors. In the present work, we analyze the reactivity of these nerve cells to light and describe the underlying mechanism mediating the light-induced response. <br><br><font color="red"><b> This article has been retracted. Link to the retraction <u><a href="http://dx.doi.org/10.2298/ABS150317025E">10.2298/ABS150317025E</a><u></b></font>

Blocking α4β7 integrin binding to SIV does not improve virologic control

Science ◽  
2019 ◽  
Vol 365 (6457) ◽  
pp. 1033-1036 ◽  
Author(s):  
Nami Iwamoto ◽  
Rosemarie D. Mason ◽  
Kaimei Song ◽  
Jason Gorman ◽  
Hugh C. Welles ◽  
...  
Keyword(s):  
Antiretroviral Therapy ◽  
Stop Codon ◽  
Rhesus Macaques ◽  
Underlying Mechanism ◽  
Initial Study ◽  
Published Report ◽  
Immunodeficiency Virus ◽  
Virologic Control ◽  
To Receive

A study in nonhuman primates reported that infusions of an antibody against α4β7 integrin, in combination with antiretroviral therapy, showed consistent, durable control of simian immunodeficiency virus (SIV) in rhesus macaques. The antibody used has pleiotropic effects, so we set out to gain insight into the underlying mechanism by comparing this treatment to treatment with non-neutralizing monoclonal antibodies against the SIV envelope glycoprotein that only block α4β7 binding to SIV Env but have no other host-directed effects. Similar to the initial study, we used an attenuated strain of SIV containing a stop codon in nef. The study used 30 macaques that all began antiretroviral therapy and then were divided into five groups to receive different antibody treatments. Unlike the published report, we found no sustained virologic control by these treatments in vivo.

scholarly journals Prior episodic learning and the efficacy of retrieval practice

2021 ◽  
Author(s):  
Mohan W. Gupta ◽  
Steven C. Pan ◽  
Timothy C. Rickard
Keyword(s):  
Testing Effect ◽  
Retrieval Practice ◽  
Initial Study ◽  
Cued Recall ◽  
Study Phase ◽  
Content Learning ◽  
Effect Theory ◽  
Test Enhanced Learning ◽  
Enhanced Learning ◽  
Learning Event

AbstractIn three experiments we investigated how the level of study-based, episodic knowledge influences the efficacy of subsequent retrieval practice (testing) as a learning event. Possibilities are that the efficacy of a test, relative to a restudy control, decreases, increases, or is independent of the degree of prior study-based learning. The degree of study-based learning was manipulated by varying the number of item repetitions in the initial study phase between one and eight. Predictions of the dual-memory model of test-enhanced learning for the case of one study-phase repetition were used as a reference. Results support the hypothesis that the advantage of testing over restudy is independent of the degree of prior episodic learning, and they suggest that educators can apply cued-recall testing with the expectation that its efficacy is similar across varying levels of prior content learning. Implications for testing effect theory are discussed.

scholarly journals Prior Learning and the Efficacy of Retrieval Practice

2021 ◽  
Author(s):  
Mohan Gupta
Keyword(s):  
Retrieval Practice ◽  
Theory Development ◽  
Memory Model ◽  
Prior Learning ◽  
Future Theory

In three experiments we investigated how the level of study-based learning influences theefficacy of subsequent retrieval practice (testing). Possibilities are that the efficacy of a testrelative to a restudy control decreases, increases, or is independent of the degree of priorlearning. Prior learning was manipulated by varying the number of item repetitions in the initialstudy phase between one and eight. Predictions of the dual-memory model for the testing effectwere used as a reference for inference. Results support the hypothesis that the advantage oftesting over restudy is independent of the degree of prior learning. Those results can serve toconstrain future theory development, and they suggest that educators can apply cued-recalltesting with the expectation that its efficacy is similar across varying levels of prior contentknowledge.

scholarly journals Context-dependent memory effects in two immersive virtual reality environments: On Mars and underwater

2020 ◽  
Author(s):  
Yeon Soon Shin ◽  
Rolando Masís-Obando ◽  
Neggin Keshavarzian ◽  
Riya Dáve ◽  
Kenneth A. Norman
Keyword(s):  
Virtual Reality ◽  
Memory Effect ◽  
Original Learning ◽  
Memory Effects ◽  
Immersive Virtual Reality ◽  
Laboratory Setting ◽  
Learning Context ◽  
Body Of Knowledge ◽  
Context Dependent ◽  
Study Context

AbstractThe context-dependent memory effect, in which memory for an item is better when the retrieval context matches the original learning context, has proved to be difficult to reproduce in a laboratory setting. In an effort to identify a set of features that generate a robust context-dependent memory effect, we developed a paradigm in virtual reality using two semantically distinct virtual contexts: underwater and Mars environments, each with a separate body of knowledge (schema) associated with it. We show that items are better recalled when retrieved in the same context as the study context; we also show that the size of the effect is larger for items deemed context-relevant at encoding, suggesting that context-dependent memory effects may depend on items being integrated into an active schema.

Improving second language vocabulary learning and retention by leveraging memory enhancement techniques: A multidomain pedagogical approach

2021 ◽  
pp. 136216882110535
Author(s):  
Nur Basak Karatas ◽  
Oya Özemir ◽  
Jarrett T. Lovelett ◽  
Bora Demir ◽  
Kemal Erkol ◽  
...  
Keyword(s):  
Second Language ◽  
Retrieval Practice ◽  
Low Frequency ◽  
Training Group ◽  
Initial Study ◽  
Test Session ◽  
Pedagogical Approach ◽  
Memory Enhancement ◽  
Laboratory Design ◽  
Percentage Point Increase

We investigated whether learning and retaining vocabulary in a second language (L2) can be improved by leveraging a combination of memory enhancement techniques. Specifically, we tested whether combining retrieval practice, spacing, and related manipulations in a ‘multidomain’ pedagogical approach enhances vocabulary acquisition as compared to a typical learning approach. In a classroom-laboratory design, 48 Turkish university students studying L2 English were trained on 64 English words over 17 days. They were assigned to either a ‘typical’ study regimen of (re)studying the words on the first day (initial study) and last day (cramming) of training, or an ‘optimized’ regimen of retrieval practice (retrieving the words), moreover with feedback, spaced throughout the period, moreover with expanding gaps. The target words were tested before training (pre-test) and one and 11 days afterwards (post-tests). Mixed-effects modeling revealed a training-group by test-session interaction, due to greater improvements from optimized training (a striking 18 percentage-point accuracy increase from pre-test to both post-tests) than typical training (an 8 percentage-point increase). Further analyses showed that the optimized training advantages were mainly driven by high (rather than low) frequency words. Overall, the results suggest that a multidomain approach of combining different memory enhancement techniques can lead to substantial gains in both the learning and retention of L2 words, as compared to a typical study pattern. The findings have implications for L2 learning and pedagogy.

scholarly journals The Roles of Retrieval Practice Versus Errorless Learning in Strengthening Lexical Access in Aphasia

2018 ◽  
Vol 61 (7) ◽  
pp. 1700-1717 ◽  
Author(s):  
Julia Schuchard ◽  
Erica L. Middleton
Keyword(s):  
Lexical Access ◽  
Retrieval Practice ◽  
Errorless Learning ◽  
Relative Efficacy ◽  
Specific Training ◽  
Learning Condition ◽  
Training Conditions ◽  
Practice Condition ◽  
Stage 1 ◽  
Error Profiles

Purpose The purpose of this study was to determine how 2 methods known to improve naming impairment in aphasia (i.e., retrieval practice and errorless learning) affect lexical access. We hypothesized that instances of naming during retrieval practice use and strengthen item-specific connections in each of 2 stages of lexical access: Stage 1, meaning-to-word connections, and Stage 2, word-to-phonology connections. In contrast, errorless learning prioritizes opportunities for repeating words, which we expect to primarily strengthen item-specific connections in Stage 2 because repetition circumvents the need for semantically driven word retrieval. Method We tested the outcomes of retrieval practice versus errorless learning training for items that were selected because the naming errors they elicited suggested weakened connections at Stage 1 or at Stage 2 of lexical access for each of 10 individuals with chronic aphasia. Each participant's Stage 1 items and Stage 2 items were divided evenly between the 2 training conditions. Naming tests were administered 1 day and 1 week after training to assess retention of training gains. We also examined whether the participants' pretraining naming error profiles were associated with the relative efficacy of retrieval practice versus errorless learning. Results The posttraining naming tests showed an advantage of retrieval practice over errorless learning for Stage 1 items and an advantage of errorless learning over retrieval practice for Stage 2 items. In addition, greater percentages of phonological error naming responses prior to training were associated with greater posttraining accuracy in the errorless learning condition relative to the retrieval practice condition. Conclusions The findings suggest that the advantage of retrieval practice for naming impairment in aphasia largely results from greater strengthening of practiced semantic–lexical connections compared with errorless learning, which prioritizes repetition and, therefore, mainly confers strengthening of practiced lexical–phonological connections. Understanding how specific training conditions improve naming can help predict the relative efficacy of each method for individuals with aphasia.

scholarly journals Smart Learning Platform for Management Executive: A Systematic Literature Review

2019 ◽  
Vol 2 (3) ◽  
pp. 194-202
Author(s):  
Umar Al Faruqi
Keyword(s):  
Literature Review ◽  
Systematic Literature Review ◽  
Technology Development ◽  
Initial Study ◽  
Social Problem Solving ◽  
Learning Performance ◽  
Learning Context ◽  
Smart Learning ◽  
Learning Platform ◽  
Intelligent Technology

Development of digital transformation towards the information age have made significant change in various sectors and industries, including education. This transformation also needs to consider social problem solving with human centered design approach. One of the learning methods enabled by the technology development of this transformation is smart learning, that aims to improve the quality of learning utilizing intelligent technology in accordance with the learning context. This paper explains systematic literature review conducted as initial study in the research of smart learning for executives. The journals used in this review are various international journals obtained from some reputable journal databases. After going through the filtering process using several inclusion and exclusion criteria, 15 journals were analyzed based on the research questions. From the review, it can be concluded that smart learning can improve the learning process in terms of motivation, engagement, and learning performance. Various information technology is used to enhance the efficiency and effectiveness of smart learning, which provides the learning needs for executive education.

Retrieval-Induced Forgetting and Executive Control

2009 ◽  
Vol 20 (9) ◽  
pp. 1053-1058 ◽  
Author(s):  
Patricia Román ◽  
M. Felipa Soriano ◽  
Carlos J. Gómez-Ariza ◽  
M. Teresa Bajo
Keyword(s):  
Executive Control ◽  
Retrieval Practice ◽  
Long Term Memory ◽  
Control Mechanisms ◽  
Executive Processes ◽  
Practice Condition ◽  
Related Information ◽  
Induced Forgetting ◽  
Task Conditions

Retrieving information from long-term memory can lead people to forget previously irrelevant related information. Some researchers have proposed that this retrieval-induced forgetting (RIF) effect is mediated by inhibitory executive-control mechanisms recruited to overcome interference. We assessed whether inhibition in RTF depends on executive processes. The RIF effect observed in a standard retrieval-practice condition was compared to that observed in two different conditions in which participants had to perform two concurrent updating tasks that demanded executive attention. Whereas the usual RIF effect was observed when retrieval practice was performed singly, no evidence of forgetting was found in the dual-task conditions. Results strongly suggest that inhibition involved in RIF is the result of executive-control processes.

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