scholarly journals RESULTS OF PROCESS SIMULATION OF FEEDING AND DISTRIBUTING LUBRICANT IN THE FIFTH-WHEEL COUPLING OF HAULING TRACTOR WITH SADDLE TRAILER

2021 ◽  
Vol 11 (1) ◽  
pp. 132-146
Author(s):  
Valeriy Posmetev ◽  
Mikhail Drapalyuk ◽  
Vadim Nikonov ◽  
Viktor Posmetev
Keyword(s):  
Base Plate ◽  
Variable Number ◽  
Optimal Number ◽  
Optimum Number ◽  
Exponential Law ◽  
Supply And Distribution ◽  
Term Retention ◽  
Long Term Retention ◽  
Main Input

The necessity of increasing the efficiency of the fifth wheel coupling of hauling tractor with saddle trailer has been substantiated. The analysis of the works of foreign scientists investigating the influence of fifth wheel couplings on the efficiency of functioning of road trains has been carried out. The importance of periodically applying the lubricant recommended by the manufacturer to the rubbing surfaces of the base plate and the saddle of the fifth wheel coupling of hauling tractor has been described. The goal of the work is formulated to determine the optimal number of outlets in the seat for supplying the minimum amount of lubricant that ensures full coverage of the seat surface, as well as long-term retention on it. To achieve this goal, a mathematical model and a computer program based on it have been developed. The schemes of representation in the model of the mounting plate of the hauling tractor and the base plate of the saddle trailer, the interface form with the results of modeling the supply and distribution of lubricant over the rubbing surfaces of the fifth wheel coupling, as well as a diagram of the main input and output parameters of the simulation model are given. The time dependences of the coefficient of lubricant coverage of the mounting plate of the fifth wheel coupling seat with different periodicity of lubricant supply through a variable number of outlet openings are obtained. It was found that the increase in the coefficient of coverage of the mounting plate of the fifth wheel coupling with a lubricant over time occurs according to an exponential law. The optimum number of openings for the lubricant supply is 5-7

scholarly journals Object-finding skill created by repeated reward experience

2016 ◽  
Author(s):  
Ali Ghazizadeh ◽  
Whitney Griggs ◽  
Okihide Hikosaka
Keyword(s):  
Variable Number ◽  
Reward Learning ◽  
Long Term Memory ◽  
Complex Objects ◽  
Large Capacity ◽  
Efficient Search ◽  
Robust Coding ◽  
Term Retention ◽  
Long Term Retention

For most animals, survival depends on rapid detection of rewarding objects, but search for an object surrounded by many others is known to be difficult and time consuming. However, there is neuronal evidence for robust and rapid differentiation of objects based on their reward history in primates (Hikosaka et al., 2014). We hypothesized that such robust coding should support efficient search for high-value objects, similar to a pop-out mechanism. To test this hypothesis, we let subjects (n=4, macaque monkeys) view a large number of complex objects with consistently biased rewards with variable training durations (1, 5 or >30days). Following training, subjects searched for a high-value object (Good) among a variable number of low-value objects (Bad). Consistent with our hypothesis, we found that Good objects were accurately and quickly targeted, often by a single and direct saccade with a very short latency (<200ms). The dependence of search times on display size reduced significantly with longer reward training, giving rise to a more efficient search (40ms/item to 16ms/item). This object-finding skill showed a large capacity for value-biased objects and was maintained in the long-term memory with no interference from reward learning with other objects. Such object-finding skill, particularly its large capacity and its long term retention, would be crucial for maximizing rewards and biological fitness throughout life where many objects are experienced continuously and/or intermittently.

Long-term retention is greater following closed-book tests than open-book tests

2006 ◽  
Author(s):  
Pooja K. Agarwal ◽  
Jeffrey D. Karpicke ◽  
Sean H. Kang ◽  
Henry L. Roediger ◽  
Kathleen B. McDermott
Keyword(s):  
Open Book ◽  
Term Retention ◽  
Long Term Retention

Retrieval practice promotes long-term retention irrespective of the placement

2020 ◽  
Author(s):  
alice latimier ◽  
Arnaud Rierget ◽  
Son Thierry Ly ◽  
Franck Ramus
Keyword(s):  
Retention Interval ◽  
Retrieval Practice ◽  
Memory Retention ◽  
Term Retention ◽  
Long Term Retention

The current study aimed at comparing the effect of three placements of the re-exposure episodes on memory retention (interpolated-small, interpolated-medium, postponed), depending on whether retrieval practice or re-reading was used, and on retention interval (one week vs one month).

scholarly journals Efficacy of implementing intermittent STOP THE BLEED® reviews on long term retention of hemorrhage control skills of first year medical students

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Enkhtsogt Sainbayar ◽  
Nathan Holt ◽  
Amber Jacobson ◽  
Shalini Bhatia ◽  
Christina Weaver
Keyword(s):  
Medical Students ◽  
Intervention Group ◽  
Training Session ◽  
Likert Scale ◽  
Control Group ◽  
First Year ◽  
Hemorrhage Control ◽  
Term Retention ◽  
Long Term Retention

Abstract Context Some medical schools integrate STOP THE BLEED® training into their curricula to teach students how to identify and stop life threatening bleeds; these classes that are taught as single day didactic and hands-on training sessions without posttraining reviews. To improve retention and confidence in hemorrhage control, additional review opportunities are necessary. Objectives To investigate whether intermittent STOP THE BLEED® reviews were effective for long term retention of hemorrhage control skills and improving perceived confidence. Methods First year osteopathic medical students were asked to complete an eight item survey (five Likert scale and three quiz format questions) before (pretraining) and after (posttraining) completing a STOP THE BLEED® training session. After the surveys were collected, students were randomly assigned to one of two study groups. Over a 12 week intervention period, each group watched a 4 min STOP THE BLEED® review video (intervention group) or a “distractor” video (control group) at 4 week intervals. After the 12 weeks, the students were asked to complete an 11 item survey. Results Scores on the posttraining survey were higher than the pretraining survey. The median score on the five Likert scale items was 23 points for the posttraining survey and 14 points for the pretraining survey. Two of the three knowledge based quiz format questions significantly improved from pretraining to posttraining (both p<0.001). On the 11 item postintervention survey, both groups performed similarly on the three quiz questions (all p>0.18), but the intervention group had much higher scores on the Likert scale items than the control group regarding their confidence in their ability to identify and control bleeding (intervention group median = 21.4 points vs. control group median = 16.8 points). Conclusions Intermittent review videos for STOP THE BLEED® training improved medical students’ confidence in their hemorrhage control skills, but the videos did not improve their ability to correctly answer quiz-format questions compared with the control group.

Children's long‐term retention is directly constrained by their working memory capacity limitations

2021 ◽  
Author(s):  
Alicia Forsberg ◽  
Dominic Guitard ◽  
Eryn J. Adams ◽  
Duangporn Pattanakul ◽  
Nelson Cowan
Keyword(s):  
Working Memory ◽  
Working Memory Capacity ◽  
Memory Capacity ◽  
Capacity Limitations ◽  
Term Retention ◽  
Long Term Retention

Acquisition and long-term retention of an object-quality set by retarded children.

1962 ◽  
Vol 55 (4) ◽  
pp. 518-523 ◽  
Author(s):  
George J. Wischner ◽  
Harry W. Braun ◽  
Robert A. Patton
Keyword(s):  
Term Retention ◽  
Long Term Retention
Sign in / Sign up

Export Citation Format

Share Document