Learning Of New Material Research Articles

CHARACTERISTIC FEATURES OF THE INTRODUCTION OF DIGITAL TECHNOLOGIES IN ENGLISH LESSONS FOR PROFESSIONAL COMMUNICATION

The article is devoted to the problem of using digital technologies, describes their positive aspects and presents some modern pedagogical tools in the process of learning English for professional purposes.The author explores the potential of using widespread software such as editorial and publishing applications such as blogging platforms: WordPress and Blogger, podcasting services such as Podomatic; platforms that serve as repositories and sharing environments for videos, slides and images, such as Flickr, YouTube, Vimeo and Slideshare; tools for collaborative accumulation of information and publications such as wikis; learning management systems such as Moodle; social networking tools such as Twitter and Facebook or the alternative for educational use Edmodo.Online games, wikis and blogs are explored, where games have always been used in language classes, but recently the concept of gamification has been applied to justify its introduction into the educational process. The role of the Internet as an authentic environment where English teachers conduct the educational process, enhance their professional development, and search for new materials and ideas for their classes is clarified.The global Internet helps students to implement autonomous learning and search for material for personal growth according to their own needs.A blended learning approach combines classroom learning with online learning, as well as synchronous (e.g. Skype, video conferencing rooms) and asynchronous (discussion groups, blogs, learning management systems, etc.) communication tools, which helps to increase learning efficiency.Modern information and communication technologies ensure active, creative learning of new material by students and allow them to present material at a new and higher level.

The Forward Effect of Delayed Judgments of Learning Is Influenced by Difficulty in Memory and Category Learning.

Delayed judgment of learning (JOL) is a widely used metacognitive monitoring strategy that can also enhance learning outcomes. However, the potential benefits of delayed JOL on subsequent learning of new material, known as the forward effect of delayed JOL, and its stability and underlying mechanisms have yet to be fully explored. In this study, we investigated the forward effect of delayed JOL using previously unexamined word pair materials and explored the boundary conditions of this effect by manipulating the difficulty of the materials. We also examined this effect within the context of category learning. Our findings demonstrate that delayed JOL significantly enhanced the retention of new information (Experiment 1A), while the forward effect of the delayed JOL occurred only for material with a certain degree of difficulty rather than for easy material (Experiment 1B). These findings were extended and replicated using category learning (Experiment 2). These results suggest that delayed JOL can be used as a preparation strategy for subsequent learning, particularly when faced with challenging materials. Our study provides novel insights into the potential benefits and limitations of delayed JOL and contributes to our understanding of the underlying mechanisms that govern metacognitive monitoring and learning strategies.

Metacognitive judgments can potentiate new learning: The role of covert retrieval

Interim tests of previously studied information can potentiate subsequent learning of new information, in part, because retrieval-based processes help to reduce proactive interference from previously learned information. We hypothesized that an effect similar to this forward testing effect would also occur when making judgments of (prior) learning (JOLs). Previous research showed that making JOLs likely prompts covert retrieval attempts and thereby enhances memory, specifically when providing only parts of previously studied information. This study examined the forward effect of different types of JOLs (i.e., with complete or partial prior study information available) on subsequent learning of new materials, compared to restudy and retrieval practice. In a between-subjects design, participants (N = 161) consecutively studied five lists of 20 words with the aim to recall as many of them on a final cumulative recall test. After the presentation of each of the first four lists, participants either restudied the list, made JOLs with complete words, made JOLs with word stems, or they were tested on word stems. Compared to restudy, practicing retrieval and making JOLs with word stems, but not JOLs with complete words, facilitated the List-5 interim recall performance and attenuated the number of intrusions from prior lists. The findings suggest that, similar to overt retrieval, making JOLs with incomplete information can enhance new learning to the extent that it elicits covert retrieval attempts.

Definition Extraction from Generic and Mathematical Domains with Deep Ensemble Learning

Definitions are extremely important for efficient learning of new materials. In particular, mathematical definitions are necessary for understanding mathematics-related areas. Automated extraction of definitions could be very useful for automated indexing educational materials, building taxonomies of relevant concepts, and more. For definitions that are contained within a single sentence, this problem can be viewed as a binary classification of sentences into definitions and non-definitions. In this paper, we focus on automatic detection of one-sentence definitions in mathematical and general texts. We experiment with different classification models arranged in an ensemble and applied to a sentence representation containing syntactic and semantic information, to classify sentences. Our ensemble model is applied to the data adjusted with oversampling. Our experiments demonstrate the superiority of our approach over state-of-the-art methods in both general and mathematical domains.

ЦИФРОВІ ТЕХНОЛОГІЇ У ФОРМУВАННІ МОДЕЛЕЙ ПЕРЕХІДНИХ ПРОЦЕСІВ В ІНДУКТИВНОСТІ ТА ЄМНОСТІ

An important role in the formation of qualitative knowledge of physics in the modern education system is played by students` ability to present the processes being studied at a qualitative level. Formation of students' abilities and skills to construct figurative physical models, finding mathematical dependences between physical quantities is one of the urgent problems of physics teaching methods. Our research is devoted to the problem of the formation of high-quality imaginary models of physical processes among physics students on the basis of an educational experiment and digital technologies. To improve the quality of teaching physics, the necessity of forming physical and mathematical models of the studied processes among future specialists is substantiated. On the example of experimental study of processes occurring in DC circuits, which contain inductors and capacitors, a method of forming their imaginary and mathematical models is proposed. A digital measuring system with a personal computer was used in the research. It is proved that conducting a physical experiment with simultaneous display of research results in the form of tables and graphs contributes to the formation of a qualitative level of physical models. To form students' skills of building mathematical models of the studied processes, it is proposed to use software that allows to analyze the results of the experiment. The analysis of graphs of the studied processes allows to select mathematical dependences and to calculate necessary coefficients. The use of digital technologies and related programs provides a quick finding of mathematical models. Changing the parameters of the studied objects while finding the corresponding mathematical dependencies allows students to establish relationships between mathematical symbols and physical quantities. This approach provides students with the ability to find mathematical models of these processes or objects. The results of the implementation of the proposed method showed that the use of digital measuring systems in the educational physical experiment significantly improves the quality of students' learning of new material. Key words: physical experiment, model, digital technologies, extra current, inductance, capacitance.

The Effect of Forward Testing as a Function of Test Occasions and Study Material.

It has long been known that one of the most effective study techniques is to be tested on the to-be-remembered material, a phenomenon known as the testing effect. Recent research has also shown that testing of previous materials promotes the learning of new materials, a phenomenon known as the forward testing effect. In this paper, as of yet unexplored aspects of the forward testing effect related to face-name learning are examined; continuous and initial testing are compared to restudying, the effects of an initial test on subsequent learning, and whether an initial change of domain (change from one topic to another) regarding study material affects the robustness of the effect. An experiment (N = 94) was performed according to a 2 (Material: word pairs/face-name pairs in Block 1) × 3 (Test occasions: Blocks 1–4/Blocks 1 and 4/Block 4) complex between-groups design. The results showed that no difference between testing and repetition could be observed regarding the recall of faces and names. The restudy groups incorrectly recalled more names from previous lists in the last interim test compared to the tested groups, which supports the theory that interim tests reduce proactive interference. The results also suggest that the number of test occasions correlates with the number of incorrect recalls from previous lists. These results, in contrast to previous studies, highlight a potential uncertainty about the forward testing effect linked to the robustness of the phenomenon, the specificity in execution, and generalizability.

"Retrieval potentiates new learning: A theoretical and meta-analytic review": Correction to Chan, Meissner, and Davis (2018).

Reports an error in "Retrieval potentiates new learning: A theoretical and meta-analytic review" by Jason C. K. Chan, Christian A. Meissner and Sara D. Davis (Psychological Bulletin, 2018[Nov], Vol 144[11], 1111-1146). In the article, the Appendix and Supplemental Materials contained errors. Specifically, some of the data were mis-sorted, so that the effect sizes for some studies were misattributed to other studies, with most of the errors occurring in the intrusion data. These errors were confined to the table presented in the article's Appendix and Supplemental Materials, and they were not present in the data file from which the authors conducted all analyses. A corrected version of the Supplemental Materials has been provided online. Corrected studies have been highlighted in this table. Further, a column with the heading "Updated" has been added. Any data that have been updated are marked with a "Y" in this column. In addition, the authors have published an updated, correct data file on the Open Science Framework with the DOI 10.17605/OSF.IO/7WUFC and accessible via the URL: https://osf.io/7wufc. (The following abstract of the original article appeared in record 2018-48082-001.) A growing body of research has shown that retrieval can enhance future learning of new materials. In the present report, we provide a comprehensive review of the literature on this finding, which we term test-potentiated new learning. Our primary objectives were to (a) produce an integrative review of the existing theoretical explanations, (b) summarize the extant empirical data with a meta-analysis, (c) evaluate the existing accounts with the meta-analytic results, and (d) highlight areas that deserve further investigations. Here, we identified four nonexclusive classes of theoretical accounts, including resource accounts, metacognitive accounts, context accounts, and integration accounts. Our quantitative review of the literature showed that testing reliably potentiates the future learning of new materials by increasing correct recall or by reducing erroneous intrusions, and several factors have a powerful impact on whether testing potentiates or impairs new learning. Results of a metaregression analysis provide considerable support for the integration account. Lastly, we discuss areas of under-investigation and possible directions for future research. (PsycInfo Database Record (c) 2020 APA, all rights reserved).

Does retrieval potentiate new learning when retrieval stops but new learning continues?

Performing retrieval practice of previously studied material can enhance subsequent learning of new material. This potentiating effect of interpolated testing has been extensively investigated in multi-list learning paradigms. However, extant studies in this literature have manipulated interpolated testing in a binary manner, such that participants either took a test after every list or they are not tested until the final list. In reality, when students prepare for an exam, they are unlikely to test themselves consistently at regular intervals. Therefore, a critical question is whether interpolated testing would potentiate new learning when interpolated testing stops but encoding continues. In four experiments, we compared memory performance across participants who received an interpolated test after every list, received no interpolated tests, or received interpolated tests during only the early lists. Results showed that retrieval enhanced new learning even when testing was terminated early, although the benefits were weakened substantially. Further, participants’ test expectancy ratings and semantic clustering scores provide support for the idea that retrieval promotes new learning by independently enhancing attentional and organizational processes.

Knowing Is Not Half the Battle: the Role of Actual Test Experience in the Forward Testing Effect

Recent studies suggest that testing on prior material enhances subsequent learning of new material. Although such forward testing effect has received extensive empirical support, it is not yet clear how testing facilitates subsequent learning. One possible explanation suggests that interim testing informs learners about the format of an upcoming test and consequently allows them to adopt study strategies in accordance with the anticipated test format. Three experiments investigated whether the beneficial effects of testing are due to learners’ expectation with the test format or due to testing experience itself in inductive learning by varying when and how learners were informed about the format of an upcoming test. The results showed that informing learners about the test format via an interim test, but not a pretest, enhanced subsequent learning (experiment 1), and it was effective only when combined with actual test-taking experience (experiment 2). Testing appeared to enhance subsequent learning of new material when learners had an opportunity to evaluate their mastery over previously studied information. Experiment 3 further showed that these beneficial effects of testing were yielded even in the absence of feedback. Taken together, the findings suggest that mere exposure to the test format, not combined with actual testing, is not sufficient to enhance subsequent learning.

Metacognitive judgments of prior material facilitate the learning of new material: The forward effect of metacognitive judgments in inductive learning.

Recent studies have shown that interim testing of previously studied material facilitates the learning of new material. Such forward testing effect occurs, in part, because interim testing provides learners with an opportunity to evaluate their learning strategies and allows them to use more effective strategies in their subsequent learning. We hypothesized that making metacognitive judgments of prior learning would also have similar effects, as it would directly require learners to think about their own learning status. Three experiments examined whether an act of making judgments of learning (JOLs) on prior material could facilitate the learning of new material in inductive learning, namely, creating a forward effect of metacognitive judgments. Participants studied painting styles of various artists, which were divided into two separate sections (Sections A and B). They were asked to provide JOLs, restudy, or take a test on the studied paintings of Section A before moving on to study the paintings of different artists in Section B, and then were given a final cumulative test where participants had to transfer what they had previously learned to new exemplars of the studied artists. The results indicated that simply requiring learners to make item-level JOLs (Experiment 1) did not facilitate learning compared with restudy, but the act of making category-level JOLs (Experiment 2) and global metacognitive judgments (Experiment 3) facilitated the learning of new materials. The findings suggest that making a JOL is not a neutral activity and that it can influence learners’ subsequent study behavior and learning outcomes. (PsycINFO Database Record (c) 2019 APA, all rights reserved)

Retrieval potentiates new learning: A theoretical and meta-analytic review.

A growing body of research has shown that retrieval can enhance future learning of new materials. In the present report, we provide a comprehensive review of the literature on this finding, which we term test-potentiated new learning. Our primary objectives were to (a) produce an integrative review of the existing theoretical explanations, (b) summarize the extant empirical data with a meta-analysis, (c) evaluate the existing accounts with the meta-analytic results, and (d) highlight areas that deserve further investigations. Here, we identified four nonexclusive classes of theoretical accounts, including resource accounts, metacognitive accounts, context accounts, and integration accounts. Our quantitative review of the literature showed that testing reliably potentiates the future learning of new materials by increasing correct recall or by reducing erroneous intrusions, and several factors have a powerful impact on whether testing potentiates or impairs new learning. Results of a metaregression analysis provide considerable support for the integration account. Lastly, we discuss areas of under-investigation and possible directions for future research. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

Memory rehabilitation for older adults: preserving independent living / Rehabilitación de la memoria para adultos mayores: preservación de la autonomía de vida

Episodic memory problems are the hallmark of cognitive ageing in normal elderly people. Learning of new material is worse in pathological cognitive ageing, such as dementia and its preliminary states (mild cognitive impairment). Because episodic learning is crucial to preserve independent living in the elderly, rehabilitation programmes for everyday memory problems are welcomed. The scope of scientific interest has switched from treatment to prevention. We claim that lifestyle interventions are the most direct way to preserve cognition. We summarize evidence for changes in nutrition and exercise. In addition, psychological interventions for elderly people with normal or pathological cognitive ageing are available. Recent meta-analyses found lacking evidence of transfer to everyday life and long-term effects. We critically assess these meta-analyses. We propose theoretically derived experimental interventions relying on spared learning mechanisms. As an example we report visual-imagery training showing positive effects in a randomized control trial, using individual memory diaries on memory improvement.

Testing potentiates new learning across a retention interval and a lag: A strategy change perspective

Abstract Practicing retrieval on previously studied materials can potentiate subsequent learning of new materials. In four experiments, we investigated the influence of retention interval and lag on this test-potentiated new learning (TPNL) effect. Participants studied four word lists and either practiced retrieval, restudied, or completed math problems following Lists 1–3. Memory performance on List 4 provided an estimate of new learning. In Experiments 1 and 2, participants were tested on List 4 after either a 1 min or 25 min retention interval. In Experiments 3 and 4, participants took at 25 min break before studying List 4. A TPNL effect was observed in all experiments. To gain insight into the mechanism that may underlie TPNL, we analyzed the extent to which participants organized their recall from list to list. Relative to restudy and math, testing led to superior semantic organization across lists. Our results support a strategy change account of TPNL.

Testing prepares students to learn better: The forward effect of testing in category learning.

The forward effect of testing occurs when testing on previously studied information facilitates subsequent learning. The present research investigated whether interim testing on initially studied materials enhances the learning of new materials in category learning and examined the metacognitive judgments of such learning. Across the 4 experiments, participants learned the painting styles of various artists, which were divided into 2 separate sections (Sections A and B). They were given an interim test or not on the studied paintings of Section A before moving on to study the paintings of different artists in Section B, and then were given a final test on Section B where participants had to transfer what they had previously learned to new exemplars of the studied artists in Section B. In all experiments, transfer performance on Section B was greater when the participants were given an interim test versus no test. The beneficial effect of interim testing was obtained when the final test was presented in cued-recall (Experiments 1 and 2) and multiple-choice (Experiments 3 and 4) formats. Experiments 3 and 4 also indicated that the forward effect of testing was not due to re-exposure to previously studied items but the testing itself. However, the metacognitive measures provided by the participants did not reflect their actual performance, suggesting that the participants were unaware about the beneficial effects of interim testing. Interim testing appears to prepare students to learn better, facilitating not only learning of specific instances but also generalization of that learning. (PsycINFO Database Record (c) 2018 APA, all rights reserved)

Clinical Practice Guidelines for Management of Dementia.

Indian Psychiatric Society (IPS) published Clinical Practice Guidelines (CPGs) for management of dementia, in the year 2007. (http://www.indianjpsychiatry.org/cpg2007.asp). The current version of the CPG is an update of the earlier version of CPGs for management of dementia There were three separate CPGs for management of dementia, one each for Reversible Dementias, Alzheimer's Disease and Vascular Dementia, Please note that the present CPG on dementia deals all types of dementia together. The current version of the CPGs for dementia in elderly must be read in conjunction with the previous version of CPGs for dementia. The focus of the present CPG is to provide suggestions and clinical tips to differentiate dementia syndrome from other clinical conditions, identify the subtypes of dementia and then offer suggestions for management. These guidelines only provide a broad framework for assessment, management and follow-up of older people with dementia. While most of the recommendations are evidence based, these guidelines should not be considered as a substitute of professional knowledge and clinical judgment. The recommendations made as part of these guidelines should be tailored to address the clinical needs of the individual patient and the treatment setting.

When is the test effect most effective in aphasia rehabilitation?

When is the test effect most effective in aphasia rehabilitation?

Testing effects of free recall on organization in whole/part and part/whole transfer

Testing of to-be-learned material facilitates subsequent learning of new material. We investigated this forward effect of testing in two experiments using the whole/part and part/whole transfer paradigms with categorized word lists. Learning was assessed for recall of individual words, higher order categories, and category clustering. In each experiment participants learned two lists in which the number of tests on the first list was varied. The first list contained either twice as many items as the second list (whole/part paradigm) or half as many items as the second list (part/whole paradigm). In the experimental condition, the part list contained half the items of the whole list. In the control condition, the two lists were unique. In the whole/part paradigm, learning of the part list was poorer in the experimental than in the control condition. Although testing during whole list learning facilitated learning of the part list, it did not moderate the negative transfer effect. In the part/whole paradigm, learning of the whole list was better in the experimental than in the control condition, and this positive transfer effect was strengthened by repeated testing of the part list. The findings are discussed in the context of discrimination and encoding explanations of the forward effect of testing.

Improving memory following prefrontal cortex damage with the PQRST method

We tested (1) whether the PQRST method, involving Preview (P), Question (Q), Read (R), State (S), and Test (T) phases, is effective in enhancing long-term memory in patients with mild memory problems due to prefrontal cortex lesions, and (2) whether patients also benefit from a more self-initiated version of the PQRST. Seven patients with prefrontal lesions encoded new texts under three different conditions: the Standard condition, requiring to read texts repeatedly, the PQRST-Other condition, in which the experimenter formulated questions about the text (Q phase), and the PQRST-Self condition, in which patients formulated the relevant questions on their own. Compared to the Standard condition, both the PQRST-Other and the PQRST-Self condition resulted in higher immediate and delayed recall rates, as well as a higher ability to answer questions about the texts. Importantly, the two PQRST conditions did not differ in efficacy. These results confirm that the PQRST method is effective in improving learning of new material in brain-injured populations with mild memory problems. Moreover, they indicate that the PQRST proves effective even under conditions with higher demands on patients’ autonomy and self-initiation, which encourages its application to real-life situations.

Studying on borrowed time: How does testing impair new learning?

Retrieving studied materials often enhances subsequent learning of new materials (Pastötter & Bäuml, 2014). However, retrieval has also been shown to impair new learning (Finn & Roediger, 2013). In this article, we attempted to determine when retrieval enhances and when it impairs new learning. We argue that testing impairs new learning when one intermixes testing with new learning, which biases participants to relearn the tested information at the expense of the new information. We refer to this as the borrowed time hypothesis. Consistent with this idea, we reduced or eliminated test-impaired new learning by discouraging time borrowing. Moreover, testing enhanced new learning only when the test trials and new learning trials were presented in separate blocks. These results suggest that test-impaired new learning and test-enhanced new learning are based on different underlying mechanisms and that they are not simply the flipped side of the same coin.

Technology-based adaptation of think-pair-share utilizing Google drive

The Think-Pair-Share activity (TPS; Lyman, 1981, 1987) is a learner-centered and highly effective collaborative teaching strategy that is widely used in higher education. The TPS activity promotes student learning through a sequence of three “phases.” First, students individually reflect on subject matter, then pair with a partner in class to discuss the information, and finally share ideas from their discussions with the class as a whole. TPS is believed to not only enhance student learning but it also engages all students in discussions, including those who may be more reserved and less likely to share unprompted in class (Karge, Phillips, Jessee, & McCabe, 2011). Instructors may be able to assess how students are understanding the material by walking around to listen in on various group reflections before then facilitating a larger class discussion. The use of simple online tools, such as Google Drive (i.e., “Google docs”), may provide a platform that facilitates the adaptation of TPS activities. Utilizing Google Docs to facilitate a TPS activity encourages students to take an active role towards investigating a teacher-prompted question in one area, collaborating with peers to add to an electronic document based on the instructor question, and finally projecting their findings on the screen to the larger group. Studies to this point have only evaluated the utility and satisfaction of Google Docs to facilitate small group (i.e., approximately 3 students on average) collaborative weekly reflections and other essay-type writing assignments outside of the classroom (e.g., Denton, 2012; Zhou, Simpson, & Domizi, 2012). However, research has yet to make the pedagogical connection linking Google Docs with TPS nor has the effectiveness for enhancing student learning through in-class collaborative activities been evaluated. Google Drive is a free and easy-to-use technology on which small groups of students can record their findings simultaneously from their laptops or other tablet devices. The compilation of findings recorded on the Google Doc can be viewed on a projector screen while students present their information to the class as a whole. Although the in-class use offers a collaborative activity to promote in-depth learning of new material, one additional benefit of Google Drive is that the information recorded may be continually accessed once the class session is completed.