scholarly journals Incidental learning and long-term retention of new word meanings from stories: The effect of number of exposures

2018 ◽  
Author(s):  
Rachael Catherine Hulme ◽  
Daria Barsky ◽  
Jennifer M Rodd
Keyword(s):  
Incidental Learning ◽  
Cued Recall ◽  
Web Based ◽  
Word Meanings ◽  
Term Retention ◽  
New Meanings ◽  
Word Forms ◽  
Long Term Retention ◽  
The Impact

This study used a web-based naturalistic story-reading paradigm to investigate the impact of number of exposures on incidental acquisition and long-term retention of new meanings for known words in the native language (L1). Participants read one of four custom-written stories in which they encountered novel meanings (e.g., “a safe concealed within a piece of furniture”) for familiar words (e.g., “foam”). These meanings appeared two, four, six, or eight times in the narrative. The results showed reasonably good memory (assessed by cued recall of (i) novel meanings and (ii) word forms) after only two exposures, emphasising the importance of initial encounters. Accuracy in cued recall of novel meanings showed a linear, incremental increase with more exposures. Interestingly, there was no significant forgetting after one week, regardless of the number of exposures during training. This demonstrates the efficiency with which adults acquire new word meanings in L1 incidentally through reading and retain them well over time.

Long-Term Retention of Plausible vs Bizarre Paired Associates as a Function of Cued Recall

1988 ◽  
Vol 67 (2) ◽  
pp. 531-537 ◽  
Author(s):  
James Iaccino ◽  
Pamela Spirek
Keyword(s):  
Incidental Learning ◽  
Recall Test ◽  
Past Research ◽  
Cued Recall ◽  
Paired Associates ◽  
Term Retention ◽  
Long Term Retention ◽  
Bizarre Imagery ◽  
Over Time

Past research has shown that bizarre imagery facilitates long-term recall of noun pairs. An experiment was executed to investigate the effects of bizarreness when more pronounced delays were used. Undergraduate subjects were shown 30 plausible and 30 bizarre scenes, asked to rate the pictures on their own image scale, and were then given an unexpected recall test 1 or 2 wk. later. Analysis indicated that bizarre images aided recall only under the 2-wk. delay. We have suggested that interference over time may be less with bizarre images, especially when an incidental learning paradigm is employed.

scholarly journals The impact of side effects on long-term retention in three new antiepileptic drugs

Seizure ◽  
2009 ◽  
Vol 18 (5) ◽  
pp. 327-331 ◽  
Author(s):  
Hans P. Bootsma ◽  
Lukas Ricker ◽  
Yechiel A. Hekster ◽  
Jacques Hulsman ◽  
Danielle Lambrechts ◽  
...  
Keyword(s):  
Side Effects ◽  
Antiepileptic Drugs ◽  
New Antiepileptic Drugs ◽  
Term Retention ◽  
Long Term Retention ◽  
The Impact

scholarly journals The Impact of Feedback Frequency on Performance in a Novel Speech Motor Learning Task

2017 ◽  
Vol 60 (6S) ◽  
pp. 1712-1725 ◽  
Author(s):  
Mara Steinberg Lowe ◽  
Adam Buchwald
Keyword(s):  
Motor Learning ◽  
Learning Task ◽  
Short Term ◽  
Time Points ◽  
Term Retention ◽  
Long Term Retention ◽  
Speech Motor Learning ◽  
The Impact ◽  
Speech Motor

Purpose This study investigated whether whole nonword accuracy, phoneme accuracy, and acoustic duration measures were influenced by the amount of feedback speakers without impairment received during a novel speech motor learning task. Method Thirty-two native English speakers completed a nonword production task across 3 time points: practice, short-term retention, and long-term retention. During practice, participants received knowledge of results feedback according to a randomly assigned schedule (100%, 50%, 20%, or 0%). Changes in nonword accuracy, phoneme accuracy, nonword duration, and initial-cluster duration were compared among feedback groups, sessions, and stimulus properties. Results All participants improved phoneme and whole nonword accuracy at short-term and long-term retention time points. Participants also refined productions of nonwords, as indicated by a decrease in nonword duration across sessions. The 50% group exhibited the largest reduction in duration between practice and long-term retention for nonwords with native and nonnative clusters. Conclusions All speakers, regardless of feedback schedule, learned new speech motor behaviors quickly with a high degree of accuracy and refined their speech motor skills for perceptually accurate productions. Acoustic measurements may capture more subtle, subperceptual changes that may occur during speech motor learning. Supplemental Materials https://doi.org/10.23641/asha.5116324

scholarly journals Assessing the impact of Medical Microbiology classes using active strategies on short- and long-term retention on medical students: an innovative study

2018 ◽  
Vol 50 (1) ◽  
pp. 165-173 ◽  
Author(s):  
Maria-Manuel Azevedo ◽  
Sofia Costa-de-Oliveira ◽  
Rita Teixeira-Santos ◽  
Ana P. Silva ◽  
Isabel M. Miranda ◽  
...  
Keyword(s):  
Medical Students ◽  
Medical Microbiology ◽  
Term Retention ◽  
Short And Long Term ◽  
Long Term Retention ◽  
The Impact

Retrieval Practice and Distributed Practice: The Case of French Canadian Students

2018 ◽  
Vol 34 (2) ◽  
pp. 83-97 ◽  
Author(s):  
Mathieu Gagnon ◽  
Stéphanie Cormier
Keyword(s):  
Retrieval Practice ◽  
Distributed Learning ◽  
Chi Square ◽  
Web Based ◽  
Term Retention ◽  
Self Testing ◽  
French Speaking ◽  
Long Term Retention ◽  
Over Time

Much evidence suggests that long-term retention can be maximized by practicing the recall of information and spreading out one’s learning over time. Nevertheless, previous surveys have shown that undergraduates often ignore the benefits of such strategies and engage in less efficient techniques such as repetitive reading and massed studying. To date, however, this research has focused exclusively on Americans and has paid little attention to potential gender differences. The present study addressed such limits by using a web-based survey of the rereading, self-testing, and distributed learning habits of 1,371 French-speaking Canadian undergraduates. Overall, the results are consistent with American data, suggesting that their original observations extend beyond American campuses. Furthermore, chi-square tests followed by standardized residual analyses suggest that females are more likely to engage in distributed learning than their male counterparts. On the contrary, there was little evidence of such an advantage in the context of self-testing.

Recognition and Recall as Measures of Long-Term Retention

1975 ◽  
Vol 27 (3) ◽  
pp. 411-418 ◽  
Author(s):  
Leo Postman ◽  
Elizabeth Kruesi ◽  
Joan Regan
Keyword(s):  
Original Learning ◽  
Multiple Choice ◽  
Cued Recall ◽  
Paired Associates ◽  
Term Retention ◽  
Long Term Retention

Acquisition and retention of a list of paired associates were measured either by cued recall or by multiple-choice recognition. The method of testing used during original learning was combined factorially with the type of test administered after a 1-week interval. Speed of learning to criterion under the two procedures was comparable. Long-term recognition was substantially higher than recall. This difference did not interact significantly with the method of learning. Recall benefited substantially from a prior test of recognition, but there was little effect when the order of tests was reversed. It is concluded that (a) both occurrence and retrieval information were stored under each condition of learning, and (b) occurrence information is less subject to forgetting than retrieval information.

Sign in / Sign up

Export Citation Format

Share Document