scholarly journals Effectiveness of immediate vs. delayed recall in detecting invalid performance in coached and uncoached simulators: Results of two experimental studies

2021 ◽  
Vol 23 (2) ◽  
pp. 32-39
Author(s):  
Iulia Crișan ◽  
Florin Alin Sava ◽  
Laurențiu Paul Maricuțoiu
Keyword(s):  
Experimental Studies ◽  
Cognitively Impaired ◽  
Delayed Recall ◽  
Test Taking ◽  
Clinical Evaluations ◽  
Immediate Recall ◽  
Performance Curves ◽  
Test Taking Strategies ◽  
Bona Fide ◽  
Computing Performance

Objective: Two experimental studies were conducted to compare the ability of immediate and delayed recall indicators to discriminate between performances of simulators and full-effort clinical and nonclinical participants. Methods: Three groups of simulators (uncoached, symptom-coached, and testcoached), one group of community controls, and one group of cognitively impaired patients were assessed with four experimental memory tests, in which the immediate and delayed recall tasks were separated by three other tasks. Results: Across both studies, delayed recall demonstrated higher accuracy than immediate recall in classifying simulated performances as invalid, as compared to performances of bona fide clinical participants. ROC curve results showed sensitivities below 50% for both indicators at specificities of ≥ 90%. Computing performance curves across recall trials revealed descending trends for all three simulator groups indicating a suppressed learning effect as a marker of noncredible performances. Among types of coaching, test-coaching proved to decrease differences between simulators and patients. Discussion: The effectiveness of such indicators in clinical evaluations and their vulnerability to information about test-taking strategies are discussed.

scholarly journals ¡Hola! Nice to Meet You: Language Mixing and Biographical Information Processing

2021 ◽  
Vol 11 (6) ◽  
pp. 703
Author(s):  
Eneko Antón ◽  
Jon Andoni Duñabeitia
Keyword(s):  
Social Interactions ◽  
Personal Information ◽  
Initial Exposure ◽  
Delayed Recall ◽  
Immediate Recall ◽  
Mixed Language ◽  
Educational Implications ◽  
Social Encounters ◽  
Bilingual Communities ◽  
Language Context

In bilingual communities, social interactions take place in both single- and mixed-language contexts. Some of the information shared in multilingual conversations, such as interlocutors’ personal information, is often required in consequent social encounters. In this study, we explored whether the autobiographical information provided in a single-language context is better remembered than in an equivalent mixed-language situation. More than 400 Basque-Spanish bilingual (pre) teenagers were presented with new persons who introduced themselves by either using only Spanish or only Basque, or by inter-sententially mixing both languages. Different memory measures were collected immediately after the initial exposure to the new pieces of information (immediate recall and recognition) and on the day after (delayed recall and recognition). In none of the time points was the information provided in a mixed-language fashion worse remembered than that provided in a strict one-language context. Interestingly, the variability across participants in their sociodemographic and linguistic variables had a negligible impact on the effects. These results are discussed considering their social and educational implications for bilingual communities.

scholarly journals Women have Farther to Fall: Gender Differences Between Normal Elderly and Alzheimer's Disease in Verbal Memory Engender Better Detection of Alzheimer's Disease in Women

2011 ◽  
Vol 17 (4) ◽  
pp. 654-662 ◽  
Author(s):  
Robert M. Chapman ◽  
Mark Mapstone ◽  
Margaret N. Gardner ◽  
Tiffany C. Sandoval ◽  
John W. McCrary ◽  
...  
Keyword(s):  
Alzheimer’S Disease ◽  
Alzheimer's Disease ◽  
Gender Differences ◽  
Verbal Memory ◽  
Control Group ◽  
Large Drop ◽  
Delayed Recall ◽  
Logical Memory ◽  
Wechsler Memory Scale ◽  
Immediate Recall

AbstractWe analyzed verbal episodic memory learning and recall using the Logical Memory (LM) subtest of the Wechsler Memory Scale-III to determine how gender differences in AD compare to those seen in normal elderly and whether or not these differences impact assessment of AD. We administered the LM to both an AD and a Control group, each comprised of 21 men and 21 women, and found a large drop in performance from normal elders to AD. Of interest was a gender interaction whereby the women's scores dropped 1.6 times more than the men's did. Control women on average outperformed Control men on every aspect of the test, including immediate recall, delayed recall, and learning. Conversely, AD women tended to perform worse than AD men. Additionally, the LM achieved perfect diagnostic accuracy in discriminant analysis of AD versus Control women, a statistically significantly higher result than for men. The results indicate the LM is a more powerful and reliable tool in detecting AD in women than in men. (JINS, 2011, 17, 654–662)

scholarly journals Strategies identification in an experimental reading comprehension task

2010 ◽  
Vol 42 (2) ◽  
pp. 232-246 ◽  
Author(s):  
Sanda Stankovic ◽  
Dejan Lalovic
Keyword(s):  
Reading Comprehension ◽  
Multiple Choice Questions ◽  
Psychological Practice ◽  
Test Taking ◽  
Comprehension Task ◽  
Comprehension Ability ◽  
Test Taking Strategies ◽  
Text Reading ◽  
Final Score ◽  
Ultimate Objective

Standardized reading comprehension tests (RCTs) usually consist of a small number of texts each accompanied by several multiple-choice questions, with texts and questions simultaneously presented. The score the common measure of reading comprehension ability in RCTs is the score. Literature review suggests that strategies subjects employ may influence their performance on RCT, however the score itself provides no information on the specific strategy employed. Knowledge of test-taking strategies could have impact on understanding of the actual purpose and benefits of using RCTs in pedagogical and psychological practice. With the ultimate objective of constructing a first standard RCT in Serbian language, the preliminary step we took was to conduct an experimental reading comprehension task (ERCT) consisting of 27 short texts displayed in succession, each followed by a single multiplechoice question. Using qualitative analysis of subjects? responses in semi-structured postexperimental interview, we identified four overall strategies used on ERCT. Our results show that groups of students who used specific strategies differed significantly from one another in text reading time, with no differences found regarding the question reading and answering time. More importantly, there were no significant between-group differences found in terms of ERCT score. These findings suggest that choice of strategy is a way to optimize the relation between one?s own potential and ERCT task requirements. RCT based on ERCT principles would allow for a flexible choice of strategy which would not influence the final score.

scholarly journals Memorable meals: The memory-experience gap in day-to-day experiences

PLoS ONE ◽  
2021 ◽  
Vol 16 (3) ◽  
pp. e0249190
Author(s):  
Karoline Villinger ◽  
Deborah R. Wahl ◽  
Harald T. Schupp ◽  
Britta Renner
Keyword(s):  
Retrospective Memory ◽  
Delayed Recall ◽  
Negative Experiences ◽  
Immediate Recall ◽  
Memory Experience ◽  
The Moment ◽  
Eating Experience ◽  
Ecological Momentary ◽  
Changes Over Time ◽  
Momentary Assessment

Research shows that retrospective memory is often more extreme than in-the-moment experiences. While investigations into this phenomenon have mostly focused on distinct, one-time experiences, we examined it with respect to recurring day-to-day experiences in the eating domain, focusing on variables of the snapshot model—i.e., the most intense and the final experience. We used a smartphone-based Ecological Momentary Assessment to assess the food intake and eating happiness of 103 participants (82.52% female, Mage = 21.97 years) over eight days, and then calculated their best (positive peak), worst (negative peak) and final experiences. Remembered eating happiness was assessed immediately after the study (immediate recall) and after four weeks (delayed recall). A significant memory-experience gap was revealed at immediate recall (d = .53). Remembered eating happiness was predicted by the worst eating experience (β = .41, p < .001), but not by the best or final eating experience. Analyzing changes over time did not show a significant memory-experience gap at delayed recall, but did reveal a similar influence of the worst eating experience (β = .39, p < .001). Findings indicate that, in the domain of eating, retrospective memory is mainly influenced by negative experiences. Overall, the results indicate that the snapshot model is a valid conceptualization to explain recall of both outstanding and day-to-day experiences.

Testové strategie používané kandidáty zkoušek dle STANAG 6001 v testech receptivních dovedností (zpráva z pilotního výzkumu)

2019 ◽  
pp. 93-112
Author(s):  
Eva Bumbálková
Keyword(s):  
Qualitative Analysis ◽  
Test Items ◽  
Test Taking ◽  
Test Management ◽  
Number Of Factors ◽  
Test Taking Strategies

This work focuses on the test-taking strategies employed by STANAG 6001 English exam candidates in receptive skills tests and on how these strategies are employed. The qualitative analysis reveals that candidates have their preferred strategy of dealing with test items, they use a number of test-management and test-wiseness strategies, and that the use of a particular strategy depends on a number of factors.

scholarly journals Test-takers’ perspectives on a global test of English: questions of fairness, justice and validity

2019 ◽  
Vol 9 (1) ◽  
Author(s):  
M. Obaidul Hamid ◽  
Ian Hardy ◽  
Vicente Reyes
Keyword(s):  
Large Scale ◽  
English Language ◽  
Ethical Issues ◽  
Relevant Literature ◽  
Empirical Work ◽  
Language Testing ◽  
Global Test ◽  
Test Taking ◽  
Global Tests ◽  
Test Taking Strategies

Abstract Although language test-takers have been the focus of much theoretical and empirical work in recent years, this work has been mainly concerned with their attitudes to test preparation and test-taking strategies, giving insufficient attention to their views on broader socio-political and ethical issues. This article examines test-takers’ perceptions and evaluations of the fairness, justice and validity of global tests of English, with a particular focus upon the International English Language Testing System (IELTS). Based on relevant literature and theorizing into such tests, and on self-reported test experience data gathered from test-takers (N = 430) from 49 countries, we demonstrate how test-takers experienced fairness and justice in complex ways that problematized the purported technical excellence and validity of IELTS. Even as there was some evidence of support for the test as a fair measure of students’ English capacity, the extent to which it actually reflected their language capabilities was open to question. At the same time, the participants expressed concerns about whether IELTS was a vehicle for raising revenue and for justifying immigration policies, thus raising questions about the justness of the test. The research foregrounds the importance of focusing attention upon the socio-political and ethical circumstances that currently attend large-scale, standardized English language testing.

Immediate and Delayed Recall of Visually Presented Sentences:

2004 ◽  
Vol 51 (1) ◽  
pp. 15-23 ◽  
Author(s):  
Ralf Rummer
Keyword(s):  
Sensory Information ◽  
Visual Presentation ◽  
Phonological Information ◽  
Phonological Representations ◽  
Delayed Recall ◽  
Lexical Priming ◽  
Surface Information ◽  
Sentence Recall ◽  
Immediate Recall ◽  
Normal Reading

Abstract. The lure intrusion effect refers to the observation that lexical priming affects recall of sentences. This effect is taken as evidence against the contribution of surface information, even with immediate sentence recall. Recently, Rummer and Engelkamp (2003a ) demonstrated that this effect, which is usually observed under rapid serial visual presentation (RSVP), does not appear under immediate recall of auditorily presented sentences. This finding indicates that surface information (i.e., phonological or acoustic-sensory information) can contribute to immediate sentence recall. So far, however, the findings do not allow for a decision on whether phonological and/or acoustic-sensory information is used in immediate sentence recall. In order to dissociate the two kinds of surface information, an experiment was conducted in which immediate and delayed recall were tested for sentences that were visually presented for a longer period of time than in RSVP. This kind of presentation should support phonological representations, but does not allow for acoustic-sensory representations. The findings showed a smaller intrusion effect for immediate than for delayed recall. This indicates that, if available, phonological information is involved in immediate sentence recall thereby reducing the lure intrusion effect. Furthermore, the findings support the assumption that the phonological trace provided via RSVP reading is weaker than in normal reading.

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