scholarly journals Inductive Learning: Does Interleaving Exemplars Affect Long-Term Retention?

2013 ◽  
Author(s):  
Norehan Zulkiply ◽  
Jennifer S Burt
Keyword(s):  
Inductive Learning ◽  
Study Phase ◽  
Case Based Reasoning ◽  
Short Term ◽  
Actual Performance ◽  
Term Retention ◽  
Mixed Factorial Design ◽  
Long Term Retention ◽  
Case Based

Purpose – The present study investigated whether or not the benefits of interleaving of exemplars from several categories vary with retention interval in inductive learning.   Methodology – Two experiments were conducted using paintings (Experiment 1) and textual materials (Experiment 2), and the experiments used a mixed factorial design. Forty students participated in each experiment for course credit. In each experiment, participants studied a series of exemplars from several categories which were presented massed and interleaved, and later their induction was tested either shortly after the study phase (short-term retention) or after a week’s delay (long- term retention).   Findings – Consistent with findings from previous studies, the interleaving effect was found in the short-term retention condition, and crucially, the present study provided the initial evidence that interleaving of exemplars also affected long-term retention. Interestingly, massing was judged to be more effective than spacing (interleaving) in most groups, even when actual performance showed the opposite.   Significance – The present study shows that interleaved exemplars have considerable potential in improving inductive learning in the long term. For example, induction is used in case-based reasoning which requires one to start with learning from specifi c cases, and then form generalizations of these cases by identifying the commonalities between them. In order to enhance long-term retention, educators may want to consider using interleaved presentation rather than massed presentation in teaching examples or cases from a particular category or concept.

scholarly journals Ill Effects of Smoking: Baseline Knowledge among School Children and Implementation of the “AntE Tobacco” Project

2011 ◽  
Vol 2011 ◽  
pp. 1-7
Author(s):  
Salim Surani ◽  
Raghu Reddy ◽  
Amy E. Houlihan ◽  
Brenda Parrish ◽  
Gina L. Evans-Hudnall ◽  
...  
Keyword(s):  
Educational Program ◽  
Short Term ◽  
Educational Objectives ◽  
Item Questionnaire ◽  
Term Retention ◽  
Baseline Knowledge ◽  
Long Term Retention ◽  
Tobacco Education

Introduction. Cigarette smoking contributes to the deaths of more than 400,000 Americans annually. Each day >3,000 children and adolescents become regular smokers. This paper details a new antitobacco educational program titled “AntE Tobacco”Method. Children in grades 1–3 were administered a 10-item questionnaire to ascertain their baseline knowledge about the ill effects of smoking, shown an educational cartoon video depicting the ill effects of tobacco, and given a story book based on the video. At the end of video, children were administered a questionnaire to determine short-term recall of the antitobacco educational objectives of the program. Four to 6 weeks later, the children were then administered a follow-up survey to determine long-term retention of the anti tobacco educational program.Result. Eighty two percent of the children answered the outcome questions correctly immediately following the video. At follow-up, 4–6 weeks later, 83% of children answered all questions correctly.Conclusion. The anti tobacco education program used in this study effectively conveyed most of the educational objectives. The results of this study indicate that a multimedia (i.e., video and book) educational program can be used to educate and reinforce anti tobacco messages. This program may be very useful as a part of a comprehensive anti tobacco curriculum in school systems.

Age, Word Imagery, and Delay Interval: Effects on Short-Term and Long-Term Retention

1975 ◽  
Vol 30 (3) ◽  
pp. 312-318 ◽  
Author(s):  
R. H. Bruning ◽  
I. Holzbauer ◽  
C. Kimberlin
Keyword(s):  
Delay Interval ◽  
Short Term ◽  
Term Retention ◽  
Long Term Retention

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 Long-Term Retention Explained by a Model of Short-Term Learning in the Adaptive Control of Reaching

2008 ◽  
Vol 100 (5) ◽  
pp. 2948-2955 ◽  
Author(s):  
Wilsaan M. Joiner ◽  
Maurice A. Smith
Keyword(s):  
Motor Adaptation ◽  
Memory Formation ◽  
Training Period ◽  
Long Term Memory ◽  
Initial Training ◽  
Short Term ◽  
Term Memory ◽  
Term Retention ◽  
Long Term Retention

Extensive theoretical, psychophysical, and neurobiological work has focused on the mechanisms by which short-term learning develops into long-term memory. Better understanding of these mechanisms may lead to the ability to improve the efficiency of training procedures. A key phenomenon in the formation of long-term memory is the effect of over learning on retention—discovered by Ebbinghaus in 1885: when the initial training period in a task is prolonged even beyond what is necessary for good immediate recall, long-term retention improves. Although this over learning effect has received considerable attention as a phenomenon in psychology research, the mechanisms governing this process are not well understood, and the ability to predict the benefit conveyed by varying degrees of over learning does not yet exist. Here we studied the relationship between the duration of an initial training period and the amount of retention 24 h later for the adaptation of human reaching arm movements to a novel force environment. We show that in this motor adaptation task, the amount of long-term retention is predicted not by the overall performance level achieved during the training period but rather by the level of a specific component process in a multi-rate model of short-term memory formation. These findings indicate that while multiple learning processes determine the ability to learn a motor adaptation, only one provides a gateway to long-term memory formation. Understanding the dynamics of this key learning process may allow for the rational design of training and rehabilitation paradigms that maximize the long-term benefit of each session.

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