The Influence of Verbalization of Discovered Numerical- or Sorting-Task Generalizations on Short-Term Retention in Connection with the Hendrix Hypothesis

Experimentation dealing with the influence of verbalizing a discovered generalization on retention of the ability to use the generalization has not given consistent results. The reported study sought information on whether the effects of 5 verbalizing methods (subject speaks, reads, writes, listens, or does not verbalize) were different on short-term retention of the ability to use discovered generalizations. During individual interviews, 50 college subjects gave evidence of having formed generalizations on 5 numerical or sorting tasks by giving successive correct responses, and then verbalized their discoveries according to one of the verbalizing methods. A retention test consisting of items amenable to the generalizations was administered 10 minutes later. Analyses of retention-test scores indicated no significant differences among the effects of the verbalizing methods, between effects of modes of verbalizing (oral, written), or between effects of sources of verbalizing (subject, external source).

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The Influence of Verbalization of Discovered Numerical- or Sorting-Task Generalizations on Short-Term Retention in Connection with the Hendrix Hypothesis

Journal for Research in Mathematics Education ◽

10.2307/748953 ◽

1974 ◽

Vol 5 (3) ◽

pp. 167 ◽

Cited By ~ 2

Author(s):

Larry Sowder

Keyword(s):

Sorting Task ◽

Short Term ◽

Term Retention

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Comparative Effects of Three Sequences of Moves for Teaching Selected Mathematical Concepts to College Students

Journal for Research in Mathematics Education ◽

10.5951/jresematheduc.7.5.0276 ◽

1976 ◽

Vol 7 (5) ◽

pp. 276-289

Author(s):

Robert Catanzano ◽

Wanda Godwin

Keyword(s):

College Students ◽

Analysis Of Variance ◽

Undergraduate Students ◽

Elementary Teacher ◽

Retention Test ◽

Short Term ◽

Mathematical Concepts ◽

Low Level ◽

Term Retention ◽

High Level

Thirty undergraduate students enrolled in a mathematics course for the elementary teacher were randomly assigned to three experimental groups. Each group was taught three unrelated mathematical concepts by one of three different sequences of instructional moves--a characterization-exemplification (CE) sequence, an exemplification-characterization-exemplification (ECE) sequence, or an exemplification-characterization-exemplification (interrogative) (ECEI) sequence. The purpose was to determine the effects of these three sequences on immediate acquisition and short-term retention of the concepts. Applying the analysis of variance to a randomized blocks design revealed that for certain concepts: (a) the CE sequence was more effective than either the ECE or the ECEI sequence on an immediate acquisition subtest containing low level items, (b) the ECE sequence was more effective than the CE sequence on a short-term retention test containing high level items, and (c) both the CE and the ECE were more effective on an immediate acquisition test containing high level items. No other significant differences on any of the criterion tests were found.

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Simulation-based training following a theoretical lecture enhances the performance of medical students in the interpretation and short-term retention of 20 cross-sectional Transesophageal Echocardiographic views: A prospective, randomized, controlled trial

10.21203/rs.3.rs-200314/v1 ◽

2021 ◽

Author(s):

Yang Zhao ◽

Zong-yi Yuan ◽

Han-ying Zhang ◽

Xue Yang ◽

Duo Qian ◽

...

Keyword(s):

Medical Students ◽

Retention Test ◽

Controlled Trial ◽

Simulator Training ◽

Short Term ◽

Cross Sectional ◽

Group V ◽

Term Retention ◽

Simulation Based ◽

Post Test

Abstract BACKGROUNDBoth simulation-based training and video-based training are known to serve as educational adjuncts for learning TEE among medical students. In the present study, we hypothesized that simulation-based training would better enhance the performance of medical students in the interpretation of 20 cross-sectional views compared to video-based training.METHODSA total of 120 4th -year undergraduate medical students were enrolled in the present study. The study began with a pre-test of all the participants, followed by a 90-min theoretical lecture, after which the participants were required to undertake a post-test. Subsequently, the participants were randomly divided into the video-based group (Group V) and simulation-based group (Group S). Next, Group V received 60 min of TEE video learning, while Group S received 60 min of TEE simulator training. After the respective training, both the groups undertook the retention-test 1 and retention-test 2, one week and one month later, respectively. The overall accuracy demonstrated in each test was used to assess the performance of the participants in the interpretation of 5 views selected randomly from a set of 20 cross-sectional views.RESULTSNo statistically significant differences were observed in the overall accuracy in the pre-test and the post-test between the two groups. However, better overall accuracy was observed in Group S in both retention-test 1 and retention-test 2 compared to Group V.CONCLUSIONSFollowing a 90-min theoretical lecture, simulation-based training better enhanced the performance of medical students in the interpretation and short-term retention of 20 cross-sectional views compared to video-based training.

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Addiction Time and Intellectual Impairment in Heroin Users

Psychological Reports ◽

10.1177/0033294187060003-216.1 ◽

1987 ◽

Vol 60 (3_part_2) ◽

pp. 1099-1105

Author(s):

Carlo Cipolli ◽

Ivan Galliani

Keyword(s):

Test Scores ◽

Intellectual Functioning ◽

Rorschach Test ◽

Intellectual Impairment ◽

Short Term ◽

Heroin Use ◽

Heroin Users

Rorschach test scores for male heroin users and nonusers ( ns = 15 each) were compared, to ascertain whether use of heroin influences intellectual impairment (as measured by such indicators of intellectual functioning as F+% and W+% responses). While the results show intellectual impairment to be greater in heroin users than in nonusers, the parametric and nonparametric indicators do not consistently show more marked impairment in long-term (4 to 5 yr. of addiction) than in short-term users (1 to 2 yr.). While intellectual functioning clearly seems influenced by heroin use, further research is required to ascertain the effect of the length of use either by comparing test and retest scores over a substantial interval or by matching samples including subjects with even longer careers of addiction.

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Short-term retention of simple motor responses: Similarity of prior and succeeding responses.

Journal of Experimental Psychology ◽

10.1037/h0030545 ◽

1971 ◽

Vol 87 (3) ◽

pp. 297-302 ◽

Cited By ~ 12

Author(s):

John L. Craft ◽

James V. Hinrichs

Keyword(s):

Short Term ◽

Motor Responses ◽

Simple Motor ◽

Term Retention

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The Effects of Repeated Retesting: III. Further Experiments and General Conclusions

Quarterly Journal of Experimental Psychology ◽

10.1080/17470215008416596 ◽

1950 ◽

Vol 2 (4) ◽

pp. 182-197 ◽

Cited By ~ 12

Author(s):

V. R. Cane ◽

A. W. Heim

Keyword(s):

Test Scores ◽

Technical College ◽

Intelligence Test ◽

Repeated Testing ◽

Short Term ◽

The Third ◽

Joint Interpretation ◽

Unselected Population ◽

Intelligence Test Scores ◽

Technical College Students

This is the third of a series of papers dealing with the effects of repeated retesting on intelligence test scores. It comprises an account of two further experiments, and a discussion of the four so far performed, since each throws light on the results of the others and it is their joint interpretation which is thought to be of value. The two earlier experiments consisted in repeated testing of a group of W.E.A. students and a group of mentally defective boys by an intelligence test (AH 4) designed for an unselected population. In the two later experiments, a group of Technical College students and a group of Naval Ratings were repeatedly tested on another intelligence test (AH 5), designed for a population of high-grade intelligence, such as university students. Examination of all the results confirms the artificiality of the “ceiling effect” which was suspected in the first experiment; it suggests that, given sufficient scope, subjects of all levels of intelligence would, with repeated trials on the same test, continue to improve their score up to and beyond 10 testing; and that, given comparable opportunity, subjects with initially higher scores will tend to improve more than those with initially lower scores. All these results concern short-term experiments with testing at weekly intervals. The four sets of results considered jointly indicate that conclusions on these problems should be drawn only in terms of the relation between the level of the test and that of the group tested: this offers some resolution of the conflicting findings of earlier investigators.

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