scholarly journals Does the Method of Vocabulary Presentation Make a Difference?

1990 ◽  
Vol 8 (1) ◽  
pp. 37 ◽  
Author(s):  
Adina Levine ◽  
Thea Reves
Keyword(s):  
Text Comprehension ◽  
Vocabulary Acquisition ◽  
Academic Reading ◽  
Reading Material ◽  
Term Retention ◽  
Self Reports ◽  
Long Term Retention ◽  
The One ◽  
Relationship Of

Extensive vocabulary appears to be of utmost importance for the comprehension of academic reading material. Classroom materials as well as learners' self-reports indicate that whereas specialized terminology may not constitute difficulties to the student, it is the unfamiliarity with general vocabulary which seems to be the biggest problem in text comprehension. The purpose of the study was to investigate a. the effect of the method of vocabulary presentation on vocabulary acquisition and b. the inter-relationship of learner-factors and methods of vocabulary presentation in the retention of vocabulary. The study was carried out in the framework of a reading programme in English as a Foreign Language (EFL). The overall picture that emerged from the study confirmed the hypothesized inter-relationship between vocabulary acquisition on the one hand and method of presentation and learner-factors on the other. The data indicate different relationships in the case of long-term retention than in the short-term retention of vocabulary.

scholarly journals Advantage for Emotional Words in Immediate and Delayed Memory Tasks: Could it be Explained in Terms of Processing Capacity?

2002 ◽  
Vol 5 (2) ◽  
pp. 78-89 ◽  
Author(s):  
Pilar Ferré
Keyword(s):  
Processing Capacity ◽  
Emotional Stimuli ◽  
Emotional Information ◽  
Emotional Words ◽  
Neutral Information ◽  
Term Retention ◽  
Long Term Retention ◽  
Retention Intervals ◽  
The One

Emotional stimuli are better remembered and recognized than neutral ones. This advantage for emotional stimuli has been repeatedly obtained when testing long-term retention. However, there are contradictory results concerning retention of emotional information when short retention intervals are used. The aim of the present study was, on the one hand, to test the effect of retention interval on memory for emotional stimuli (Experiment 1). The results showed that emotional information is better remembered than neutral information in both immediate and delayed memory tests, suggesting that the advantage for emotional information is not limited to long retention intervals. On the other hand, I tried to test the proposals made by Christianson and Nilsson (1984) and Bower (1992). These authors suggested that the advantage for emotional stimuli could be explained as emotional stimuli spending more processing capacity during acquisition, thus rendering less capacity available to encode simultaneously presented information (Experiments 2 and 3). Results showed that concurrent presentation of emotional stimuli did not inhibit the recall of neutral stimuli. These findings do not seem to support the proposals of Christianson and Nilsson (1984) and Bower (1992). According to these results, some mechanisms other than a greater spending of processing capacity have to be involved in the advantage for emotional information in memory.

Vocabulary acquisition and the textbook

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.

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.

Children's long‐term retention is directly constrained by their working memory capacity limitations

2021 ◽  
Author(s):  
Alicia Forsberg ◽  
Dominic Guitard ◽  
Eryn J. Adams ◽  
Duangporn Pattanakul ◽  
Nelson Cowan
Keyword(s):  
Working Memory ◽  
Working Memory Capacity ◽  
Memory Capacity ◽  
Capacity Limitations ◽  
Term Retention ◽  
Long Term Retention
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