scholarly journals Recenzja/Review: Martijn Wackers (2021) Making messages memorable. The influence of rhetorical techniques on information retention. Amsterdam, LOT.

Res Rhetorica ◽  
2021 ◽  
Vol 8 (4) ◽  
pp. 162-164
Author(s):  
Maria Załęska
Keyword(s):  
Information Retention

Verbal Information Retention in Alcoholics

1971 ◽  
Vol 32 (2) ◽  
pp. 293-303 ◽  
Author(s):  
Herbert Weingartner ◽  
Louis A. Faillace ◽  
Herbert G. Markley
Keyword(s):  
Verbal Information ◽  
Information Retention

The Syllabus Reconstructed: An Analysis of Traditional and Visual Syllabi for Information Retention and Inclusiveness

2021 ◽  
Vol 49 (2) ◽  
pp. 173-183
Author(s):  
Jerrod H. Yarosh
Keyword(s):  
Nontraditional Students ◽  
Critical Evaluation ◽  
Information Retention ◽  
Analytic Procedure ◽  
Lower Division ◽  
Visual Approach ◽  
Course Material

The current research examines whether a visual syllabus aids in information retention compared to a traditional text-based syllabus. The data derive from two lower-division sociology classes, each having a different syllabus format. Utilizing a syllabus quiz during the first week of the class provides the data about whether syllabus format matters. The data suggest the visual syllabus class retained more information given that students exposed to the visual approach scored significantly higher on a quiz than the traditional syllabus class. The current research presents an overview of why visuals may help in information retention with emphasis on the importance of inclusive course material and nontraditional students; an explanation of the data, methods, and analytic procedure followed by the findings; as well as a critical evaluation of and points to consider when creating a visual syllabus.

scholarly journals Knowledge at palm of hand: supported self-management and audiovisual content School of Patients DF

2020 ◽  
Vol 30 (Supplement_5) ◽  
Author(s):  
E Cubas-Rolim ◽  
F R Yung ◽  
M R Gripp ◽  
C L A Oliveira ◽  
L A Marques ◽  
...  
Keyword(s):  
Health Promotion ◽  
Health Education ◽  
Health Professionals ◽  
Vital Role ◽  
Prescription Data ◽  
Graduate Studies ◽  
Information Retention ◽  
Online Networks ◽  
Visual Model ◽  
Adherence To Medication

Abstract Background The region of practice of the School of Patients DF is vulnerable at health literacy and income. Audiovisual information is strategic in primary care for its great power of reach and information retention. Objectives Since 2016 videos of health education have been produced, initially technical on the Planification for hypertension and diabetes. After the focus switched to popular health education, aiming at improving communication between health professionals and patients on chronic diseases and health promotion, including testimonials. The is potential for video exhibition in qualified waiting rooms and forwarding in social network. Results There are videos from diabetes, hypertension, obesity to dengue, pre-natal care and other APS themes, which follow printed orientation with pertinent links. There are graduate and post-graduate studies in course for optimizing audio-visual content for support and capacitation of the family caregivers, especially regarding the facilitated visual model of prescription (“Illustrated Prescription”). Data until 2020-January: YOUTUBE 3146 views, 118,6 hours of exhibition, 50 videos. FACEBOOK page with a reach of 369.248 views. INSTAGRAM 10.119 followers, 193 posts, 37.800 likes and 1003 commentaries. Conclusions Modifications in lifestyle and adherence to medication are fundamental for treatment, and videos are promising for health promotion and selfcare capacitation. There is potential for reducing the hierarchy barriers (testimonials). The shared construction of knowledge and its dissemination makes the patient active part in community diffusion of information. Key messages Health professionals have a vital role as educators, including for social online networks. Patients have a protagonist role in their treatment, as well as multipliers of knowledge at their community.

Homework questions designed to require higher-order cognitive skills in an undergraduate animal physiology course did not produce desirable difficulties, testing effects, or improvements in information retention

2021 ◽  
Author(s):  
Caitlin N Cadaret ◽  
Dustin T Yates
Keyword(s):  
Undergraduate Students ◽  
Cognitive Skills ◽  
Higher Order ◽  
Information Retention ◽  
Desirable Difficulties ◽  
Animal Physiology ◽  
Initial Learning ◽  
Retention Of Knowledge ◽  
Practical Exam

Abstract Studies show that retrieval practices such as homework assignments that are completed during the encoding phase of learning benefit knowledge acquisition and retention. In addition, desirable difficulties, which are strategies that intentionally create a greater challenge during initial learning to enhance encoding and retrieval pathways, also benefit learning long term. Our objective was to determine whether weekly homework questions intended to create desirable difficulties by requiring higher-order cognitive skills (HOCS) benefited students’ long-term retention of physiology concepts compared to questions designed to require lower-order cognitive skills (LOCS). Undergraduate students in a junior-level animal physiology course were presented information during weekly laboratory periods, and then required to complete retrieval practices in the form of online homework assignments 5 d after each lab. Homework questions were formatted per Bloom’s Taxonomy to require HOCS (i.e. level 4 or 5) or LOCS (i.e. level 1 or 2). Information retention was assessed the next week via performance on an in-class quiz and again at semesters’ end via performance on a final practical exam. We observed no differences in performance on the in-class quiz or final practical exam between students randomly assigned to complete homework with HOCS questions compared to LOCS questions. However, students that received homework with HOCS questions had decreased (P < 0.05) performance scores on 9 out of the 11 homework assignments compared to those receiving homework with LOCS questions. These findings indicate that desirable difficulties were not created by our HOCS homework questions because students receiving these more difficult retrieval practices did not achieve equal success on them. As a result, this attempt to create variations in cognitive demand did not enhance retention of knowledge in this study.

A Comparison of Airline Safety Videos in Information Acquisition

2017 ◽  
Vol 61 (1) ◽  
pp. 1671-1673 ◽  
Author(s):  
Allison Ragan ◽  
Tessa Sommer ◽  
Frank Drews
Keyword(s):  
Information Acquisition ◽  
Safety Information ◽  
Relevant Information ◽  
Flight Safety ◽  
Information Retention ◽  
Short Answer ◽  
Airline Safety ◽  
Short Answer Questions ◽  
First Time

This study examined the effect of humor on airline safety information retention. Passenger attention to pre- flight safety demonstrations is low, even though it may impact the chance of survival in an aviation accident. Airlines have employed humor and entertainment to educate passengers on safety information. This study explored whether the humorous presentation increases retention of safety information, or if humor acts as a distraction from safety relevant information. Participants viewed two pre-flight safety demonstration videos (humorous and non-humorous) in counterbalanced order then answered short-answer questions about the content of the videos. Retention scores after viewing either type of video for the first time were the same. However, when a humorous video was shown prior to a standard safety video, retention scores for safety material dropped. These findings suggest that humorous safety demonstrations may be more effective, not because they are best at conveying information, but because passengers do not attend to standard videos if they have previously been exposed to a humorous version.

scholarly journals If you are feeling confident enough, do not hesitate to reveal who you really are : extension of Baker, Honea, and Russell (2004)

2017 ◽  
Author(s):  
◽  
Kyungku Lee
Keyword(s):  
Network Model ◽  
Memory Retention ◽  
Brand Name ◽  
Information Retention ◽  
Early Presentation ◽  
Brand Information ◽  
The Way

Due to the competitive advertising environment, marketers have been employing different executional factors including humor and narrative feature within the advertising. Based on the Network of Model of Memory, Baker, Honea, and Russell (2004) examined whether the brand name placement influences on the way people perceive the advertising and brand information retention. As an extension of Baker et al.'s study, this study examines the role of narrative features within the advertising, prior attitude, and brand name placement. But the present findings are not consistent with Baker et al.'s study that early presentation of the brand name does not elicit better attitude toward the advertising, brand. Findings also show that there is no significant effect on memory retention. Keywords: Brand name placement, prior attitude, narrative advertising, network model of memory

scholarly journals Communicating through music: creating accessible songs for Individuals with memory loss

2021 ◽  
Author(s):  
Hallie Anthony
Keyword(s):  
Verbal Memory ◽  
Memory Loss ◽  
Research Process ◽  
Future Research ◽  
Human Communication ◽  
Information Retention ◽  
Scholarly Literature ◽  
Musical Compositions ◽  
Original Musical ◽  
With Memory

This Major Research Paper (MRP) is a research-­creation project that explores the role, impact and influence of music n human communication. More specifically, this MRP investigates the way that music can assist in cognitive comprehension and information retention in individuals with varied forms of memory loss and considers the ways that music can be used to assist in aiding verbal memory and communicating emotion. It also offers insight on methods that could be utilized to further study this area of research. As a research-­creation project, this MRP includes three original musical compositions (Composition A1, Composition B2, and Composition C3) that were developed in response to the scholarly literature on this topic. The three musical compositions that have been produced for this project aim to communicate emotion, create aesthetic satisfaction, and aid in reinforcing the production of memories based on the information presented in the compositions. The composition creation process was informed by information gathered throughout the research process that addresses topics such as: the influence of music on individual listeners, emotion in music, and musical techniques that can be used to successfully communicate ideas. Beyond the scope of this MRP/research-­creation project, these compositions aim to serve as a basis for testing cognitive function in individuals with varied forms of memory loss. Detailed discussion of the design of the musical compositions, including information related to the composition influences, and a breakdown of each composition are included alongside the MRP’s focus on scholarly literature and research. Furthermore, the potential implications of these compositions, including the ways they could assist in future research, is discussed.

Factors affecting information retention in orthodontic patients

2008 ◽  
Vol 133 (4) ◽  
pp. S61-S67 ◽  
Author(s):  
Jilpa H. Patel ◽  
David R. Moles ◽  
Susan J. Cunningham
Keyword(s):  
Information Retention ◽  
Factors Affecting ◽  
Orthodontic Patients

Exploration of Immersive Virtual Reality in Teaching Veterinary Orthopedics

2021 ◽  
pp. e20210009
Author(s):  
Katherine McCaw ◽  
Andrew West ◽  
Colleen Duncan ◽  
Danielle Frey ◽  
Felix Duerr
Keyword(s):  
Virtual Reality ◽  
Educational Opportunity ◽  
Immersive Virtual Reality ◽  
Information Retention ◽  
Veterinary Students ◽  
Course Content ◽  
Content Development ◽  
Before And After ◽  
Hands On Learning ◽  
Potential Applications

The COVID-19 pandemic has catalyzed the use of novel teaching modalities to enhance the provision of remote veterinary education. In this study, we describe the use of immersive virtual reality (iVR) as a teaching aid for veterinary medicine students during their orthopedics clinical rotation. Student sentiments were assessed using voluntary electronic surveys taken by veterinary students before and after the rotation. The most noteworthy benefits students reported were improved engagement with the course content, information retention, radiographic interpretation, and clinical reasoning skills. Obstacles encountered during the initial stages of the program included financial and temporal investment in equipment and content development, technical troubleshooting, and motion sickness. Though it is unlikely that iVR will ever fully replace hands-on learning experiences, it presents an educational opportunity to supplement traditional learning methods, motivate students, and fill information gaps. As iVR technology continues to evolve and improve, potential applications in the veterinary curriculum grow, making the modality’s use progressively more advantageous. Although this study describes its application in an orthopedic setting, the versatility of the iVR modality lends the potential for it to be implemented in a number of clinical and didactic settings.

Personalisation of 3D Virtual Spaces for Enhanced Ubiquitous Learning

2019 ◽  
pp. 77-105
Author(s):  
Noha Saleeb ◽  
Georgios A. Dafoulas ◽  
Martin Loomes
Keyword(s):  
Architectural Design ◽  
Ad Hoc ◽  
Virtual Learning Environment ◽  
Individual Student ◽  
Information Retention ◽  
Virtual Spaces ◽  
Architectural Features ◽  
Educational Spaces ◽  
E Learning ◽  
Design Characteristics

This study explores, using experiments, the effects of different architectural design features of 3D virtual educational buildings on higher-education learners during online e-learning sessions. Architectural features tested include shape, lighting, dimensions, colours and textures. Learners are divided into three groups: under-graduates, post-graduates, and adult learners. Results are demonstrated comprising charts and statistics capturing the extent of learners' enjoyment, information retention, and participation from being inside different 3D virtual spaces with different design characteristics. Consequently, design characteristics causing highest student retention, participation and contentment are established for design of a better 3D virtual learning environment (VLE). These provide guidelines for customised design practices inside 3DVLEs to create 3D virtual educational spaces best suited for ubiquitous “any-time” “any-place” e-learning of each individual student. This will aid in guiding the otherwise current ad-hoc design approach to building educational facilities in 3DVLEs.

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