Effects of an integrating computer activity on the transfer and retention of a geometry concept

This article concerns the study examining the use of collaborative technologies (CTs) for the acquisition, creation, sharing, transfer, and retention of knowledge by therapy team members (TTMs) in psychiatric hospitals, and the determinants of the use of CTs as well as how they relate to knowledge management (KM) practices. The skills of the TTMs in the use of CTs were also investigated. Carried out within the positivist and constructivist paradigms, a sample survey was conducted among TTMs from two purposively selected psychiatric hospitals in Southwest Nigeria. Quantitative data was collected from self-administered questionnaires completed by 283 TTMs and was analysed using the Statistical Package for Social Sciences (SPSS) 22. Qualitative data was collected from interviews conducted with four heads of departments. The study showed that the TTMs in the relevant hospitals used 26 different CTs for knowledge acquisition, creation, sharing, transfer, and retention. The largest proportion (84.5%) of the respondents confirmed that skill in the use of CTs determined the use of CTs for KM practices. More than half (54.3%) of the TTMs were highly skilled in the use of CTs for KM practices. The findings suggested that the respondents were positively inclined towards the use of CTs and that they were involved in the use of various CTs to facilitate KM practices and processes. It was found that task interdependence was characteristic of the TTMs’ work in the selected psychiatric hospitals, and that, to benefit from the potential advantages of task interdependence and to effectively employ CTs in operations and processes, TTMs’ skills in the use of CTs should be developed. In addition, professional ties among experts in different fields of specialisation should be encouraged.

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From Barriers to Enablers: The Role of Organizational Learning in Transitioning SMEs into the Circular Economy

Sustainability ◽

10.3390/su13031021 ◽

2021 ◽

Vol 13 (3) ◽

pp. 1021

Author(s):

Sara Scipioni ◽

Meir Russ ◽

Federico Niccolini

Keyword(s):

Organizational Learning ◽

Circular Economy ◽

Business Models ◽

Small And Medium Enterprises ◽

Sustainable Business ◽

Fine Grained ◽

Contextual Elements ◽

Transfer And Retention ◽

Multi Level ◽

Medium Enterprises

To contribute to small and medium enterprises’ (SMEs) sustainable transition into the circular economy, the study proposes the activation of organizational learning (OL) processes—denoted here as multi-level knowledge creation, transfer, and retention processes—as a key phase in introducing circular business models (CBMs) at SME and supply chain (SC) level. The research employs a mixed-method approach, using the focus group methodology to identify contextual elements impacting on CBM-related OL processes, and a survey-based evaluation to single out the most frequently used OL processes inside Italian construction SMEs. As a main result, a CBM-oriented OL multi-level model offers a fine-grained understanding of contextual elements acting mutually as barriers and drivers for OL processes, as possible OL dynamics among them. The multi-level culture construct—composed of external stakeholders’, SC stakeholders’, and organizational culture—identify the key element to activate CBM-oriented OL processes. Main implications are related to the identification of cultural, structural, regulatory, and process contextual elements across the external, SC, and organizational levels, and their interrelation with applicable intraorganizational and interorganizational learning processes. The proposed model would contribute to an improved implementation of transitioning into the circular economy utilizing sustainable business models in the construction SMEs.

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3D Interactive Learning Environment as a Tool for Knowledge Transfer and Retention

Sustainability ◽

10.3390/su13147916 ◽

2021 ◽

Vol 13 (14) ◽

pp. 7916

Author(s):

Martin Krajčovič ◽

Gabriela Gabajová ◽

Marián Matys ◽

Patrik Grznár ◽

Ľuboslav Dulina ◽

...

Keyword(s):

Knowledge Transfer ◽

Learning Environment ◽

Conventional Method ◽

Teaching Method ◽

Training Design ◽

Interactive Learning Environment ◽

Teaching Process ◽

Interactive Training ◽

Transfer And Retention

The article deals with the design of virtual reality (VR) interactive training as a teaching method and its effect on knowledge transfer and retention of students. The first part presents the methodology of the VR interactive training design. The second part utilizes the created interactive training for a case study to evaluate its effect on the teaching process and to examine the potential of VR interactive training as a sustainable teaching method. The study took place at the Department of Industrial Engineering, Faculty of Mechanical Engineering, University of Žilina. Volunteers were divided into two groups. The first group used VR interactive training as a teaching method, while the second group used the conventional method. Both groups then underwent tests. The main goal was to evaluate the effect of the VR interactive training on the teaching process in comparison to the conventional method while trying to identify the key elements of the VR interactive training design and its influence on knowledge transfer and retention in a sustainable learning environment. At the start of the case study, four hypotheses were formed, questioning the effect of interactive training on knowledge transfer and retention in the long and short term, and its overall influence on the teaching process. Obtained data were then used to evaluate these hypotheses.

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Visualizing Computer Activity to Support the Resumption of Long-term Creative Work

Proceedings of the 2015 ACM SIGCHI Conference on Creativity and Cognition - C&C '15 ◽

10.1145/2757226.2764772 ◽

2015 ◽

Author(s):

Adam Rule

Keyword(s):

Creative Work ◽

Computer Activity

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Acquisition, Transfer, and Retention of Matching by Rhesus Monkeys

Psychological Reports ◽

10.2466/pr0.1970.27.3.839 ◽

1970 ◽

Vol 27 (3) ◽

pp. 839-846 ◽

Cited By ~ 12

Author(s):

William J. Jackson ◽

G. Vernon Pegram

Keyword(s):

Rhesus Monkeys ◽

Good Deal ◽

Color Matching ◽

Position Preference ◽

Transfer And Retention ◽

Very High

Acquisition of noncorrective simultaneous matching by 11 rhesus monkeys varied a good deal, especially in the number of trials spent on position preference. When monkeys were required to transfer from color matching to form matching, there was a decrement in performance with only 2 of 10 subjects performing above chance during the first day of transfer, although most of the remaining animals performed above chance during the second day. The acquisition curves for form were more gradual than for color and the monkeys did not revert to a position preference during transfer. After 14 days of form matching the monkeys were retested on color matching and showed very high savings.

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Application of the Challenge Point Framework During Treatment of Speech Sound Disorders

Journal of Speech Language and Hearing Research ◽

10.1044/2021_jslhr-20-00437 ◽

2021 ◽

pp. 1-17

Author(s):

Tanya Matthews ◽

Alexandra Barbeau-Morrison ◽

Susan Rvachew

Keyword(s):

Speech Production ◽

Task Difficulty ◽

Speech Therapy ◽

Speech Sound ◽

Speech Sound Disorders ◽

Practice Parameters ◽

Practice Performance ◽

Transfer And Retention ◽

Practice Trials ◽

Functional Task

Purpose The purpose of this article is to provide trial-by-trial practice performance data in relation to learning (outcome probe data) as collected from 18 treatment sessions provided to children with severe speech sound disorders. The data illustrate the practice–learning paradox: Specific, perfect practice performance is not required for speech production learning. Method We detailed how nine student speech-language pathologists (SSLPs) implemented and modified the motor learning practice conditions to reach a proposed challenge point during speech practice. Eleven participants diagnosed with a severe speech sound disorder received high-intensity speech therapy 3 times per week for 6 weeks. SSLPs implemented treatment procedures with the goal of achieving at least 100 practice trials while manipulating practice parameters to maintain practice at the challenge point. Specifically, child performance was monitored for accuracy in five-trial increments, and practice parameters were changed to increase functional task difficulty when the child's performance was high (four or five correct responses) or to decrease functional task difficulty when the child's performance was low (fewer than four correct responses). The practice stimulus, type and amount of feedback, structure of practice, or level of support might be changed to ensure practice at the challenge point. Results On average, the children achieved 102 practice trials per session at a level of 58% correct responses. Fast achievement of connected speech with the lowest amount of support was associated with high scores on generalization probes. Even with high levels of error during practice, the children improved percent consonants correct with maintenance of learning 3 months posttreatment. Conclusion The results of this study show that it may not be necessary to overpractice or maintain a high degree of performance accuracy during treatment sessions to achieve transfer and retention of speech production learning.

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