scholarly journals The missing link? Testing a schema account of unitization

2017 ◽  
Author(s):  
Roni Tibon ◽  
Andrea Greve ◽  
Richard Henson
Keyword(s):  
Initial Study ◽  
Test Phase ◽  
Study Phase ◽  
Alternative Account ◽  
Final Test ◽  
Sentence Condition ◽  
New Information ◽  
Phase Memory ◽  
The Difference ◽  
New Item

Unitization refers to the creation of a new unit from previously distinct items. The concept of unitization has been used to explain how novel pairings between items can be remembered without requiring recollection, by virtue of new, item-like representations that enable familiarity-based retrieval. We tested an alternative account of unitization – a schema account – which suggests that associations between items can be rapidly assimilated into a schema. We used a common operationalization of “unitization” as the difference between two unrelated words being linked by a definition, relative to two words being linked by a sentence, during an initial study phase. During the following relearning phase, a studied word was re-paired with a new word, either related or unrelated to the original associate from study. In a final test phase, memory for the Relearned associations was tested. We hypothesized that, if unitized representations act like schemas, then we would observe some generalization to related words, such that memory would be better in the definition than sentence condition for related words, but not for unrelated words. Contrary to the schema hypothesis, evidence favoured the null hypothesis of no difference between definition and sentence conditions for related words (Experiment 1), even when each cue was associated with multiple associates, indicating that the associations can be generalized (Experiment 2), or when the schematic information was explicitly re-activated during Relearning (Experiment 3). These results suggest that unitized associations do not generalize to accommodate new information, and therefore provide evidence against the schema account.

Suppressed, but Not Forgotten

2011 ◽  
Vol 70 (1) ◽  
pp. 5-11 ◽  
Author(s):  
Beat Meier ◽  
Anja König ◽  
Samuel Parak ◽  
Katharina Henke
Keyword(s):  
Memory Trace ◽  
Thought Suppression ◽  
Test Phase ◽  
Indirect Test ◽  
Final Test ◽  
Test Experiment ◽  
And Control ◽  
Cue Words ◽  
The Impact

This study investigates the impact of thought suppression over a 1-week interval. In two experiments with 80 university students each, we used the think/no-think paradigm in which participants initially learn a list of word pairs (cue-target associations). Then they were presented with some of the cue words again and should either respond with the target word or avoid thinking about it. In the final test phase, their memory for the initially learned cue-target pairs was tested. In Experiment 1, type of memory test was manipulated (i.e., direct vs. indirect). In Experiment 2, type of no-think instructions was manipulated (i.e., suppress vs. substitute). Overall, our results showed poorer memory for no-think and control items compared to think items across all experiments and conditions. Critically, however, more no-think than control items were remembered after the 1-week interval in the direct, but not in the indirect test (Experiment 1) and with thought suppression, but not thought substitution instructions (Experiment 2). We suggest that during thought suppression a brief reactivation of the learned association may lead to reconsolidation of the memory trace and hence to better retrieval of suppressed than control items in the long term.

scholarly journals Condensation of SIP Particles and Sticky Brownian Motion

2021 ◽  
Vol 183 (3) ◽  
Author(s):  
Mario Ayala ◽  
Gioia Carinci ◽  
Frank Redig
Keyword(s):  
Brownian Motion ◽  
Interacting Particle Systems ◽  
Particle Systems ◽  
Self Duality ◽  
Inclusion Process ◽  
Interacting Particle ◽  
New Information ◽  
Homogeneous Product ◽  
Coarsening Dynamics ◽  
The Difference

AbstractWe study the symmetric inclusion process (SIP) in the condensation regime. We obtain an explicit scaling for the variance of the density field in this regime, when initially started from a homogeneous product measure. This provides relevant new information on the coarsening dynamics of condensing interacting particle systems on the infinite lattice. We obtain our result by proving convergence to sticky Brownian motion for the difference of positions of two SIP particles in the sense of Mosco convergence of Dirichlet forms. Our approach implies the convergence of the probabilities of two SIP particles to be together at time t. This, combined with self-duality, allows us to obtain the explicit scaling for the variance of the fluctuation field.

scholarly journals Different Impact of Perceptual Fluency and Schema Congruency on Sustainable Learning

2021 ◽  
Vol 13 (13) ◽  
pp. 7040
Author(s):  
Beat Meier ◽  
Michèle C. Muhmenthaler
Keyword(s):  
Recognition Memory ◽  
Cognitive Conflict ◽  
Test Phase ◽  
Perceptual Fluency ◽  
Study Phase ◽  
Desirable Difficulties ◽  
Design Learning ◽  
Cognition And Learning ◽  
Incorrect Information

Perceptual fluency, that is, the ease with which people perceive information, has diverse effects on cognition and learning. For example, when judging the truth of plausible but incorrect information, easy-to-read statements are incorrectly judged as true while difficult to read statements are not. As we better remember information that is consistent with pre-existing schemata (i.e., schema congruency), statements judged as true should be remembered better, which would suggest that fluency boosts memory. Another line of research suggests that learning information from hard-to-read statements enhances subsequent memory compared to easy-to-read statements (i.e., desirable difficulties). In the present study, we tested these possibilities in two experiments with student participants. In the study phase, they read plausible statements that were either easy or difficult to read and judged their truth. To assess the sustainability of learning, the test phase in which we tested recognition memory for these statements was delayed for 24 h. In Experiment 1, we manipulated fluency by presenting the statements in colors that made them easy or difficult to read. In Experiment 2, we manipulated fluency by presenting the statements in font types that made them easy or difficult to read. Moreover, in Experiment 2, memory was tested either immediately or after a 24 h delay. In both experiments, the results showed a consistent effect of schema congruency, but perceptual fluency did not affect sustainable learning. However, in the immediate test of Experiment 2, perceptual fluency enhanced memory for schema-incongruent materials. Thus, perceptual fluency can boost initial memory for schema-incongruent memory most likely due to short-lived perceptual traces, which are cropped during consolidation, but does not boost sustainable learning. We discuss these results in relation to research on the role of desirable difficulties for student learning, to effects of cognitive conflict on subsequent memory, and more generally in how to design learning methods and environments in a sustainable way.

45° REFLECTOMETRY OF SEMICONDUCTOR QUANTUM WELLS

2001 ◽  
Vol 15 (17n19) ◽  
pp. 683-687
Author(s):  
A. SILVA-CASTILLO ◽  
F. PEREZ-RODRIGUEZ
Keyword(s):  
Quantum Well ◽  
Quantum Wells ◽  
Growth Direction ◽  
Angle Of Incidence ◽  
Near Surface ◽  
New Information ◽  
Difference Formula ◽  
Exciton Polaritons ◽  
The Difference ◽  
First Time

We have applied the 45° reflectometry for the first time to study exciton-polaritons in quantum wells. The 45° reflectometry is a new polarization-modulation technique, which is based on the measurement of the difference [Formula: see text] between the p-polarization reflectivity (Rp) and the squared s-polarization reflectivity [Formula: see text] at an angle of incidence of 45°. We show that [Formula: see text] spectra may provide qualitatively new information on the exciton-polariton modes in a quantum well. These optical spectra turn out to be very sensitive to the zeros of the dielectric function along the quantum-well growth direction and, therefore, allow to identify the resonances associated with the Z exciton-polariton mode. We demonstrate that 45° reflectometry could be a powerful tool for studying Z exciton-polariton modes in near-surface quantum wells, which are difficult to observe in simple spectra of reflectivity Rp

Study of the Cause of Lost Circulation while Drilling Fractured Carbonates

2021 ◽  
Author(s):  
Alexey Ruzhnikov
Keyword(s):  
Success Rate ◽  
Drilling Fluid ◽  
Circulation Zone ◽  
Lost Circulation ◽  
Carbonate Formation ◽  
New Information ◽  
Fractured Carbonate ◽  
Long Time ◽  
The Difference ◽  
Fractured Carbonates

Abstract Fractured carbonate formations are prone to lost circulation, which affects the well construction process and has longtime effect on well integrity. Depending on the nature of losses (either induced or related to local dissolutions) the success rate is different when the induced losses can be cured with a high chance, and the one related to dissolutions may take a long time, and despite multiple attempts, the success rate is normally low. To have a better understanding of the complete losses across the fractured carbonates, a series of studies were initiated. First, to understand the strength of the loss zone, the fracture closing pressure was evaluated studying the fluid level in the annulus and back-calculating the effect of drilling fluid density. Second, the formation properties across the loss circulation zones were studied using microresistivity images, dip data, and imaging of fluid-saturated porous media. The results of the studies brought a lot of new information and explained some previous mysteries. The formation strength across the lost circulation zone was measured, and it was confirmed that it remains constant despite other changes of the well construction parameters. Additionally, it was confirmed that the carbonates are naturally highly fractured, having over 900 fractures along the wellbore. The loss circulation zone was characterized, and it was confirmed that the losses are not related to the fractures but rather to the karst, dissolution, and megafractures. The size and dip of the fractures were identified, and it was proven the possibility to treat them with conventional materials. However, the size of identified megafractures and karst zones exceeding the fractures by 10 times in true vertical depth, and in horizontal wells the difference is even higher due to measured depth. This new information helps to explain the previous unsuccessful attempts with the conventional lost circulation materials. The manuscript provides new information on the fractured carbonate formation characterization not available previously in the literature. It allows to align the subsurface and drilling visions regarding the nature of the losses and further develop the curing mechanisms.

scholarly journals Multicolor Flag Game (MFG) as an alternative learning for adaptive students

2020 ◽  
Vol 9 (1) ◽  
Author(s):  
Sutaryono Sutaryono ◽  
Fajar Awang Irawan ◽  
Dhias Fajar Widya Permana
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Phase Ii ◽  
Student Learning Outcomes ◽  
Test Phase ◽  
Physical Education Class ◽  
Final Test ◽  
Cognitive Aspect ◽  
Deaf Student ◽  
Improve Student Learning

Physical education is the component can unify the cultures, languages, and nations. One of the current issues in the physical activity can be shown in the adaptive student. The purpose of this study was to facilitate the deaf student to get correct information and motivation to attending and joining physical activity in their class. Multicolor Flag Game (MFG) was a Research and Development model. The physical fitness elements are running back and forth, zig zag running, and running past the obstacles. Total participants in the trial and test I was 8 students, 10 students in trial and test phase II, and total 15 students used in the final test.  The results of trial and test in phase I showed two of three aspects were Very Good, but one aspect needs attention for the perfection of the results. Cognitive aspect showed 93%, affective aspect 94%, and psychomotor 83%. The result of trial and test phase II significantly different, cognitive aspect in the trial and test phase II was 96%, affective 94%, and psychomotor 87%. The percentage of final test in cognitive was 98%, affective 96%, and psychomotor 90%, and all aspects were in Very Good category. These Multicolor Flag Game makes the atmosphere being excited and help the deaf student attending and participating in physical education class without any reason. MFG can improve student learning outcomes in cognitive, affective, and psychomotor aspects. MFG also can be one of the solutions for the teacher to select the alternative game and may be used as a reference in teaching physical education. 

SAY-complementizers and indexical shift in Poshkart Chuvash

2021 ◽  
Author(s):  
Mikhail Knyazev
Keyword(s):  
First Person ◽  
Alternative Account ◽  
The Difference

Abstract Although SAY-complementizers have been extensively documented, the question of the forms used in this function and their specific properties has received less attention. The paper focuses on the complementizer tenine (an action nominalization of SAY), which is used with communicative reception verbs (‘hear’, ‘read’, etc.), in a dialect of Chuvash (Turkic). The main puzzle concerns the difference between tenine and the more general complementizer teze (the same-subject converb of SAY) with respect to the controller of shifted first person (namely, teze, but not tenine, disallows non-subject controllers). An account of this restriction based on three independent language-specific constraints is offered. An alternative account is discussed whereby tenine (and teze) are synchronically non-finite forms of SAY. The findings highlight the importance of the form of the complementizer as well as of the choice of controller for shifted 1st person in SAY-based complementation and extend the typological parameters of indexical shift.

Service Science and Automation Laws

2009 ◽  
pp. 254-276 ◽  
Author(s):  
Andrew Targowski
Keyword(s):  
System Approach ◽  
Systems Design ◽  
User Involvement ◽  
Service Systems ◽  
Service Science ◽  
System Structure ◽  
New Information ◽  
The Difference ◽  
Systems Architectures ◽  
Generic Service

The purpose of this chapter is to define a scope of service science and service automation in service economy based on ideal generic service systems originally developed by the author. There are two goals of this study: 1) to develop generic service categories and their generic systems, and 2) to define a scope of service science based upon the presented generic models of service systems, which determine the required support from emerging system science. The research methodology is based on the architectural modeling according the paradigm of enterprise-wide systems (Targowski, 2003). The architectural system approach is based on the philosophy of the system approach (Klir, 1985), and management cybernetics (Beer, 1981) which provide comprehensive and cohesive solutions to the problems of systems design, thus eliminating the fuziveness of the “application portfolio” and the “information archipelago” (McFarlan, 1981; Targowski, 1990). The mission of the architectural system approach is to find the ultimate synthesis of the whole system structure that involves appropriate logic, appropriate technological accommodation, operational quality, a positive user involvement, and co-existence with nature (Targowski, 1990). In its nature, the architectural system approach is of deductive rather than inductive nature. It looks for the ideal model of a solution, which in practice is far away from its perfect level. The difference between the architectural system approach and the engineering approach is in the level of abstraction. The architectural models are more conceptual whereas engineering outcomes are more technical and specific. The architectural system approach is the response to the complexity of expected outcomes. Prior to spending a few million dollars for a new information system, one must provide its information architecture and the business and social implications associated with it (Targowski, 2003). In this sense, this study will define service systems’ architectures.

scholarly journals Electronic Resource Availability Studies: An Effective Way to Discover Access Errors

2015 ◽  
Vol 10 (3) ◽  
pp. 30 ◽  
Author(s):  
Sanjeet Mann
Keyword(s):  
Resource Availability ◽  
Information Seeking ◽  
Research Method ◽  
Initial Study ◽  
Electronic Resource ◽  
Technical Problems ◽  
Systems Research ◽  
Before And After ◽  
The Difference ◽  
Student Information

Abstract Objective – The availability study is a systems research method that has recently been used to test whether library users can access electronic resources. This study evaluates the availability study’s effectiveness as a troubleshooting tool by comparing the results of two availability studies conducted at the same library before and after fixing access problems identified by the initial study. Methods – The researcher developed a six-category conceptual model of the causes of electronic resource errors, modified Nisonger’s e-resource availability method to more closely approximate student information-seeking behaviour, and conducted an availability study at the University of Redlands Armacost Library to estimate how many resources suffered from errors. After conducting troubleshooting over a period of several months, he replicated the study and found increased overall availability and fewer incidences of most error categories. He used Z tests for the difference of two proportions to determine whether the changes were statistically significant. Results – The 62.5% availability rate in the first study increased after troubleshooting to 86.5% in the second study. Z tests showed that troubleshooting had produced statistically significant improvements in overall availability, in the number of items that could be downloaded from the library’s online collection or requested through interlibrary loan (ILL), and in three of six error categories (proxy, target database and ILL). Conclusion – Availability studies can contribute to successful troubleshooting initiatives by making librarians aware of technical problems that might otherwise go unreported. Problems uncovered by an availability study can be resolved through collaboration between librarians and systems vendors, though the present study did not demonstrate equally significant improvements across all types of errors. This study offers guidance to librarians seeking to focus troubleshooting efforts where they will have the greatest impact in improving access to full-text. It also advances the availability research method and is the first attempt to quantify its effectiveness as a troubleshooting tool.

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.

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