Long-term Retention Of Learning Research Articles

Long-term retention of learning of single alternate reward series in rats

Long-term retention of learning of single alternate reward series in rats

Acceptance of dance training system based on augmented reality and technology acceptance model (TAM)

The advancement in Computer Vision (CV) has evolved drastically from image processing to object recognition, tracking video, restoration of images, three-dimensional (3D) pose recognition, and emotion analysis. These advancements have eventually led to the birth of Augmented Reality (AR) technology, which means embedding virtual objects into the real-world environment. The primary focus of this research was to solve the long-term learning retention and poor learning efficiency for mastering a dance skill through the AR technology based on constructivism learning theory, Dreyfus model and Technology Acceptance Model (TAM). The problem analysis carried out in this research had major research findings, in which the retention and learning efficiency of a dance training system were predominantly determined through the type of learning theory adopted, learning environment, training tools, skill acquisition technology and type of AR technique. Therefore, the influential factors for the user acceptance of AR-based dance training system (ARDTS) were based on quantitative analysis. These influential factors were determined to address the problem of knowledge gap on acceptance of AR-based systems for dance education through self-learning. The evaluation and testing were conducted to validate the developed and implemented ARDTS system. The Technology Acceptance Model (TAM) as the evaluation model and quantitative analysis was done with a research instrument that encompassed external and internal variables. TAM consisted of 37 items, in which six factors were used to assess the new developed ARDTS by the authors and its acceptability among 86 subjects. The current study had investigated the potential use of AR-based dance training system to promote a particular dance skill among a sample population with various backgrounds and interests. The obtained results support a general acceptance towards ARDTS among the users who are interested in exploring the cutting-edge technology of AR for gaining expertise in a dance skill.

Perceptual Expertise: How Is It Achieved?

Humans are perceptual experts and we are constantly refining how we detect and discriminate objects in the world around us, often without any explicit instruction. But instruction can be helpful and sometimes even necessary. New research highlights the importance of instruction for achieving robust long-term retention of learning to identify complex features in natural images such as those used in radiology.

Comparing video-based versions of Halsted\u2019s \u2018see one, do one\u2019 and Peyton\u2019s \u20184-step approach\u2019 for teaching surgical skills: a randomized controlled trial

BackgroundTeaching complex motor skills at a high level remains a challenge in medical education. Established methods often involve large amounts of teaching time and material. The implementation of standardized videos in those methods might help save resources. In this study, video-based versions of Peyton’s ‘4-step Approach’ and Halsted’s ‘See One, Do One’ are compared. We hypothesized that the video-based ‘4-step Approach’ would be more effective in learning procedural skills than the ‘See One, Do One Approach’.MethodsOne-hundred-two naïve students were trained to perform a structured facial examination and a Bellocq’s tamponade with either Halsted’s (n = 57) or Peyton’s (n = 45) method within a curricular course. Steps 1 (Halsted) and 1–3 (Peyton) were replaced by standardized teaching videos. The performance was measured directly (T1) and 8 weeks (T2) after the intervention by blinded examiners using structured checklists. An item-analysis was also carried out.ResultsAt T1, performance scores significantly differed in favor of the video-based ‘4-step Approach’ (p < 0.01) for both skills. No differences were found at T2 (p < 0.362). The item-analysis revealed that Peyton’s method was significantly more effective in the complex subparts of both skills.ConclusionsThe modified video-based version of Peyton’s ‘4-step Approach’ is the preferred method for teaching especially complex motor skills in a large curricular scale. Furthermore, an effective way to utilize Peyton’s method in a group setting could be demonstrated. Further studies have to investigate the long-term learning retention of this method in a formative setting.

Boosting Learning Efficacy with Noninvasive Brain Stimulation in Intact and Brain-Damaged Humans.

Numerous behavioral studies have shown that visual function can improve with training, although perceptual refinements generally require weeks to months of training to attain. This, along with questions about long-term retention of learning, limits practical and clinical applications of many such paradigms. Here, we show for the first time in female and male human participants that just 10 d of visual training coupled with transcranial random noise stimulation (tRNS) over visual areas causes dramatic improvements in visual motion perception. Relative to control conditions and anodal stimulation, tRNS-enhanced learning was at least twice as fast, and, crucially, it persisted for 6 months after the end of training and stimulation. Notably, tRNS also boosted learning in patients with chronic cortical blindness, leading to recovery of motion processing in the blind field after just 10 d of training, a period too short to elicit enhancements with training alone. In sum, our results reveal a remarkable enhancement of the capacity for long-lasting plastic and restorative changes when a neuromodulatory intervention is coupled with visual training.SIGNIFICANCE STATEMENT Our work demonstrates that visual training coupled with brain stimulation can dramatically reduce the training period from months to weeks, and lead to fast improvement in neurotypical subjects and chronic cortically blind patients, indicating the potential of our procedure to help restore damaged visual abilities for currently untreatable visual dysfunctions. Together, these results indicate the critical role of early visual areas in perceptual learning and reveal its capacity for long-lasting plastic changes promoted by neuromodulatory intervention.

Undesirable Difficulty Effects in the Learning of High-Element Interactivity Materials.

According to the concept of desirable difficulties, introducing difficulties in learning may sacrifice short-term performance in order to benefit long-term retention of learning. We describe three types of desirable difficulty effects: testing, generation, and varied conditions of practice. The empirical literature indicates that desirable difficulty effects are not always obtained and we suggest that cognitive load theory may be used to explain many of these contradictory results. Many failures to obtain desirable difficulty effects may occur under conditions where working memory is already stressed due to the use of high element interactivity information. Under such conditions, the introduction of additional difficulties may be undesirable rather than desirable. Empirical evidence from diverse experiments is used to support this hypothesis.

The effectiveness of learning portfolios in learning participation and learners’ perceptions of skills and confidence in the mother of preterm infant

ObjectiveThe purpose of this study was to investigate the effectiveness of preterm infant learning portfolios in enabling mothers to develop infant care knowledge and skills, as well as confidence in their abilities. DesignThis study used a quasi-experimental design. Setting and participantsThe sample consisted of 52 mothers with preterm infants recruited at a neonatal intermediate unit of a medical centre in central Taiwan. Among those, 26 participants in the control group received regular health education and 26 participants in the experimental group received learning portfolios and regular care. InterventionThe Preterm Infant Care Learning Portfolio (PICLP) is a semi-structured learning portfolio which was provided by nurses. Intervention started with 15 min of instructions on how to use PICLP, including a list of learning task and methods of self-assessment. Follow-up sessions of 5–10 min were conducted after each learning task. The frequency of learning skills could be adjusted depending on participants' learning needs. MeasurementsSelf-administered questionnaires regarding knowledge of and skills in preterm infant care and maternal confidence were used to evaluate the effectiveness of the intervention; the questionnaires were conducted before the intervention, 1 day before discharge and 1 month after discharge. We also tracked the frequency with which participants attended instructional sessions before discharged. FindingsMothers' preterm infant care knowledge and skills and confidence improved in both groups after the intervention. The experimental group showed greater improvement than the control group by post-test 2; there was no statistical difference between groups at 1 day before discharge and 1 month after discharge. However, participants in the experimental group came for instructional sessions on baby care for more frequently than the control group. The frequency of learning sessions attended was a predictor of improved scores of the skill assessment before discharge. ConclusionsBoth programmes led to improvements in preterm infant care knowledge and skills and maternal confidence. Giving mothers learning portfolios appears to stimulate significantly greater participation in hospital-based instructional programmes, which should in turn lead to greater long-term retention of learning. The learning portfolios may have an additional benefit in promoting acquisition of care abilities for mothers with preterm infant before hospital discharge and application of these abilities at home. Implication for practiceAt-home care for preterm infants requires specialized care skills and confidence. Learning portfolios can be used as an effective learner-centred strategy for teaching these health care abilities.

End-task versus in-task feedback to increase procedural learning retention during spinal anaesthesia training of novices.

Communication of feedback during teaching of practical procedures is a fine balance of structure and timing. We investigate if continuous in-task (IT) or end-task feedback (ET) is more effective in teaching spinal anaesthesia to medical students. End-task feedback was hypothesized to improve both short-term and long-term procedural learning retention as experiential learning promotes active learning after encountering errors during practice. Upon exposure to a 5-min instructional video, students randomized to IT or ET feedbacks were trained using a spinal simulator mannequin. A blinded expert tested the students using a spinal anaesthesia checklist in the short term (immediate) and long-term (average 4months). Sixty-five students completed the training and testing. There were no differences in demographics of age or gender within IT or ET distributions. Both short-term and long-term learning retention of spinal anaesthesia ET feedback proved to be better (P<0.01) than IT feedback. The time taken for ET students was shorter at long-term testing. End-task feedback improves both short-term and long-term procedural learning retention.

Prezi versus PowerPoint: The effects of varied digital presentation tools on students’ learning performance

This study investigated the effect of varied digital presentation tools (PowerPoint and Prezi) on the learning performance of students. The research focus was to evaluate how different presentation technologies used by class instructors affect the knowledge acquisition of students. A quasi experimental pre- and post-test control group design was adopted to fulfill the research purpose. The educational experiment was completed within 4 weeks. The participants were 78 fifth-grade students from a public elementary school in Taiwan. Students from three classes were divided into three treatment groups: PowerPoint instruction, Prezi instruction, and traditional instruction. Two quizzes (formative evaluation) directly related to learning units were administered to assess the immediate learning outcomes of the students after class. A learning achievement test (summative evaluation) was developed to measure the basic geographical knowledge of the students in a social science class. Two weeks after the summative evaluation was completed, the same learning achievement test with different item numbers (delayed summative evaluation) was employed to assess the long-term learning effects of the students. The results showed that Prezi was a more effective instructional medium for knowledge acquisition compared with traditional instruction. PowerPoint demonstrated instructional effectiveness on only the long-term learning retention of the students compared with traditional instruction. However, no significant difference was observed among the three types of tests in Prezi and PowerPoint instruction.

Timescales of learning in the basal ganglia and the hippocampus

Timescales of learning in the basal ganglia and the hippocampus

Effective Science Instruction: Impact on High-Stakes Assessment Performance

This longitudinal prospective cohort study was conducted to determine the impact of effective science instruction on performance on high-stakes high school graduation assessments in science. This study provides powerful findings to support authentic science teaching to enhance long-term retention of learning and performance on state-mandated assessments. Students experienced some combination of zero to three effective teachers throughout their middle school experience. Findings revealed that all students who experienced effective science teachers who engaged students in inquiry-based science outperformed students who had less effective teachers. Additionally, those who had more effective teachers over time performed increasingly better. Implications for stakeholders will be discussed.

Is Video-Assisted Teaching Better in Long-Term Retention of Learning

Purpose: To analyze the results of lecture-room teaching compared to Video-assisted teaching in Hernia Surgery in terms of long term retention of knowledge and Staffing issues. Methods: Inguinal hernia surgery was taught to a batch of 25-medical students posted in surgery as traditional lecture teaching and this lecture was video-recorded. The students were assessed at the end of the lecture on inguinal hernia by 10 multiple choice questions. This group was again assessed at 3 months and 6-months by multiple choice questions. The next batch of 25 medical students were shown the previously recorded video of the lecture and their queries were answered after the end of the video lecture. The video lecture was edited slightly to give time for queries with in one hour of teaching time. This group was similarily reassessed. Results: There was no significant difference in correct response score at day 1, 94%-lecture-room-teaching v/s 97%-Video-assisted-teaching but at 3-months the correct response score was 56%-lecture-room-teaching v/s 78%-Video-assisted-teaching and at 6-months the correct response score was 44%-lecture-room-teaching v/s 73%-Video-assisted-teaching. The Staff input was reduced by 66% (2 staff hours-lecture-room-teaching v/s 6 staff hours-Video-assisted-teaching). Conclusion: Video-assisted teaching minimizes staff input, maximizes knowledge dispersion and helps in long term retention of learning.

A Comparison of the Effectiveness of Computer-Based Learning Courses Among Nursing Staff

A pilot study was developed to determine if the retention of knowledge was different between text-only and interactive computer-based learning (CBL) formats and if there was a difference in the amount of time it takes to complete a text-only versus an interactive CBL course. Results showed that interactive CBL courses showed greater long-term learning retention than noninteractive CBL courses, and the time to complete the courses was not different between them.

Associations Between Key Language-Related Measures in Typically Developing School-Age Children

Associations Between Key Language-Related Measures in Typically Developing School-Age Children

Memory-specific temporal profiles of gene expression in the hippocampus.

Many experiments in the past have demonstrated the requirement of de novo gene expression during the long-term retention of learning and memory. Although previous studies implicated individual genes or genetic pathways in learning and memory, they did not uncover the collective behaviors or patterns of the genes. We have used genome-scale screening to analyze gene expression during spatial learning of rats in the Morris water maze. Our results show distinct temporal gene expression profiles associated with learning and memory. Exogenous administration of one peptide whose sustained increase during memory retention was implicated by microarray analysis, fibroblast growth factor (FGF)-18, improved spatial learning behavior, suggesting that pharmacological modulation of pathways and targets identified may allow new therapeutic approaches for improving learning and memory. Results of this study also suggest that while learning and physical activity involve common groups of genes, the behavior of learning and memory emerges from unique patterns of gene expression across time.

Gene expression profiles--a new dynamic and functional dimension to the exploration of learning and memory.

Many experiments in the past have demonstrated the requirement of de novo gene expression during the long-term retention of learning and memory. Although previous studies implicated individual genes or genetic pathways in learning and memory they did not uncover the collective behaviors of the genes. In view of the broad variety of genes and the cross-talk of genetic pathways, gene expression profiles offer a new dynamic and functional dimension to the exploration of learning and memory. This review illustrates how DNA microarray-based gene expression profiling may help to dissect and analyze the complex mechanisms involved in gene regulation during the acquisition and storage of memory.

Perceptual learning in visual conjunction search.

Perceptual learning in colour/orientation visual conjunction search was examined in five experiments. Good transfer occurred to other conjunction arrays when only one element of the conjunction (either colour or orientation) was changed. When both elements (colour and orientation) were changed, but the same feature spaces were used (i.e. other colours and orientations) or when a new dimension was introduced to the transfer task (shapes instead of orientation), transfer was poor. The results suggest that perceptual learning of visual conjunction search is constrained mainly by stimulus parameters rather than by changes in cognitive strategies which are common to all search tasks. Contrary to other reports we found little evidence of long-term retention of learning.

Statistical Vistas: Perspectives on Purpose and Structure

A body of research on enhancing the teaching of statistics has been accumulating now for more than fifty years since the pioneering contributions of Wishart (1939) and Hotelling (1940). Yet undergraduates continue to find courses in statistics unappealing. Perhaps this is because their teachers ‐‐ even those clear and conscientious in explaining subject-matter detail, and thoughtful in their reading of the statistics education literature ‐‐ too commonly fail to open statistical vistas, and thus fail to convey a rich understanding of the purpose and structure of the subject. A vista is inherently a perspective view. This paper shows, with examples, how perspective views can illuminate both purpose and structure. A well-devised perspective on purpose, offered early, can make each topic in the course immediately meaningful. And perspectives on structure, unveiled strategically, can highlight the coherence of statistics. The author's experience over twenty-five years shows that teaching with perspectives can help to produce that ideal ‐‐ long-term retention of learning.

Proactive and Retroactive Facilitation of Long-Term Retention by Curriculum Continuity

A longitudinal research study was designed to investigate effects of mutual interrelations between courses in sequential teaching on long-term retention of learning. This paper mainly relates to the following question: Is the retention of previously learned course material facilitated by new content taught in subsequent courses? Students were followed up for 3 consecutive years from junior to senior high school. Two groups were investigated: Both had studied the same introductory physical science course in grade 7, but only one group continued to study related physical science topics in grade 8. Analysis of longitudinally matched data detected significant proactive and retroactive effects of courses: (a) Prior knowledge acquired in grade 7 facilitated further learning in grade 8; and (b) retention of the grade 7 subject matter over a 2-year interval was higher in the group that had studied physical science continuously during grades 7 and 8. These long-lasting effects are not due to mere rehearsal, since the content of the grade 7 course is used but not retaught in subsequent courses. Explanations are provided by Ausubel’s assimilation theory. The main educational implication is that a program composed of a hierarchical sequence of learning units is superior to a discontinuous array of discrete courses.