Recall Of Content Research Articles

A Study on Junior College Students' Notetaking and Recall of Content in a Lecture

A Study on Junior College Students' Notetaking and Recall of Content in a Lecture

Reading Relationships, But Seeing Betrayal: Impact of Relational Health Schemas on Processing of Interpersonal Conflict

Close relationships are of vital importance to psychological well-being and adjustment. However, all relationships experience periods of conflict. This investigation examines relational health schemas as an individual difference variable that determines cognitive appraisal of conflict and betrayal in close female relationships. Undergraduate female participants were classified into higher or lower relational health schema groups and randomly assigned to read a fictional experimental vignette describing a close friendship between two women. The vignette provided an account of the development of a friendship and concluded in a description of an interpersonal conflict between the two characters. Severity of betrayal (actual/perceived) and friendship resolution (positive, negative, ambiguous) were varied across the experimental conditions. Free recall of vignette content and reading time were the dependent measures. It was expected that vignettes with severity of betrayal and resolutions congruent with relati...

A model for describing, analysing and investigating cultural understanding in EFL reading settings

This article describes a model used to explore cultural understanding in English as a foreign language reading in a developing country, namely Argentina. The model is designed to investigate, analyse and describe EFL readers' processes of cultural understanding in a specific context. Cultural understanding in reading is typically investigated using inappropriate theoretical rationales framed, for instance, within static and essentialist notions of culture and identity. The model used here rests on a notion of comprehension based on levels of understanding rather than on recall of textual content. It emphasises the centrality of cultural understanding as a fluid process in a continuum of cultural familiarity and unfamiliarity within a dynamic conception of culture. Instead of a free recall protocol, a reading response task and a visual representation task are the two key instruments which require readers to exploit a text in order to rewrite it from an alternative perspective. The investigation shows that during the reading process, participants moved back and forth among the six levels specified in the model, indicating that the process of cultural understanding is not composed of independent and discrete elements, processes or stages but is fluid and complex. Furthermore, the investigation reveals the presence of an affective dimension throughout the different levels. This needs further research which might be pursued with the help of the visual representation task. This tool is also appropriate for developing the imaginative and emotional dimension of cultural understanding through reading.

Understanding Narrative Effects: The Role of Discrete Negative Emotions on Message Processing and Attitudes Among Low-Income African American Women

This study tests the processes through which breast cancer narrative messages are effective by taking a functional approach. We explore how discrete negative emotions (i.e., sadness, fear, and anger) induced by breast cancer survivor stories affect African American women’s message processing, recall of message content, and attitudinal outcomes. Structural equation modeling was performed for narrative and informational versions of a breast cancer screening video shown to 489 low-income African American women ages 40 years and older. The model was well fitted. Sadness enhanced the persuasive process, while fear inhibited it. Sadness also helped participants recall more message-relevant content, while fear inhibited recall. Anger was not related to the persuasive process. Implications of these findings for narrative research and application are discussed.

Public health communications and alert fatigue

BackgroundHealth care providers play a significant role in large scale health emergency planning, detection, response, recovery and communication with the public. The effectiveness of health care providers in emergency preparedness and response roles depends, in part, on public health agencies communicating information in a way that maximizes the likelihood that the message is delivered, received, deemed credible and, when appropriate, acted on. However, during an emergency, health care providers can become inundated with alerts and advisories through numerous national, state, local and professional communication channels. We conducted an alert fatigue study as a sub-study of a larger randomized controlled trial which aimed to identify the most effective methods of communicating public health messages between public health agencies and providers. We report an analysis of the effects of public health message volume/frequency on recall of specific message content and effect of rate of message communications on health care provider alert fatigue.MethodsHealth care providers enrolled in the larger study (n=528) were randomized to receive public health messages via email, fax, short message service (SMS or cell phone text messaging) or to a control group that did not receive messages. For 12 months, study messages based on real events of public health significance were sent quarterly with follow-up telephone interviews regarding message receipt and topic recall conducted 5–10 days after the message delivery date. During a pandemic when numerous messages are sent, alert fatigue may impact ability to recall whether a specific message has been received due to the “noise” created by the higher number of messages. To determine the impact of “noise” when study messages were sent, we compared health care provider recall of the study message topic to the number of local public health messages sent to health care providers.ResultsWe calculated the mean number of messages that each provider received from local public health during the time period around each study message and provider recall of study message content. We found that recall rates were inversely proportional to the mean number of messages received per week: Every increase of one local public health message per week resulted in a statistically significant 41.2% decrease (p < 0.01), 95% CI [0.39, .87] in the odds of recalling the content of the study message.ConclusionsTo our knowledge, this is the first study to document the effects of alert fatigue on health care providers’ recall of information. Our results suggest that information delivered too frequently and/or repetitively through numerous communication channels may have a negative effect on the ability of health care providers to effectively recall emergency information. Keeping health care providers and other first-line responders informed during an emergency is critical. Better coordination between organizations disseminating alerts, advisories and other messages may improve the ability of health care providers to recall public health emergency messages, potentially impacting effective response to public health emergency messages.

An Intervention to Decrease Adolescent Indoor Tanning: A Multi-Method Pilot Study

Indoor tanning usually begins during adolescence, but few strategies exist to discourage adolescent use. We developed and tested a parent-teenager intervention to decrease indoor tanning use. Through focus groups, we identified key messages to enhance parent-teenager communication about indoor tanning, and then developed a pamphlet for parents and postcards for adolescents to use in a direct mail experiment with randomly selected households. Two weeks after the mailing, we asked intervention parents (n = 87) and adolescents (n = 69) and nonintervention parents (n = 31) and adolescents (n = 28) about intervention receipt and content recall, parental concern, monitoring, parent-teenager conversations, and indoor tanning intention. In intervention households, 54% of mothers and 56% of girls recalled receipt and reported reading materials, but few boys and no fathers did. Among mothers, 57% in intervention households indicated concern about daughters' indoor tanning, and 25% would allow daughters to tan indoors, whereas 43% of nonintervention mothers had concerns and 46% would allow indoor tanning. Fewer girls in intervention households than in nonintervention households thought parents would allow indoor tanning (44% vs. 65%), and fewer intended to tan indoors (36% vs. 60%). Most mothers and daughters who read the intervention materials also reported discussions about indoor tanning. Moreover, the less likely girls were to think that their mothers would allow indoor tanning, the less likely it was that they intended to tan indoors, a relationship mediated by perceptions of maternal monitoring. A systematic qualitative and quantitative research approach yielded well-received indoor tanning prevention messages for mothers and female adolescents. Enhancing maternal monitoring has potential to decrease adolescent indoor tanning.

Enhancing Adults' and Children’s Earwitness Memory: Examining Three Types of Interviews

The aim of the study was to find ways to enhance earwitnesses’ memory for voices and content. Another aim was to evaluate an interview protocol used by the Swedish Security Service. Three different types of interviews were compared; the Cognitive Interview, the Swedish Security Service checklist, and a baseline interview. Both 11–13-year-olds (n = 119) and adults (n = 93) were exposed to an unfamiliar voice for 40 seconds and thereafter interviewed. Two weeks later, they were confronted with a seven voice line-up. The overall accuracy for correct identifications was 19.8%. No significant difference was found between the interview conditions. As for content, the results suggest that for adults, the Cognitive Interview may be beneficial for recall of a brief conversation. The checklist used by the Swedish Security Service did not have a positive effect on voice recognition, content recall or for descriptions of voices.

Validity of Adults’ Retrospective Memory for Early Television Viewing

Two studies examined the validity of adults’ retrospective memory for remote past television viewing. In both studies, participants between 18 and 22 years of age reported their past viewing levels for primetime TV series from 10 years, five years, and one year prior to testing. Validity of those remote memories was assessed via examination of ecological viewing patterns, as well as testing memory for program content. In both studies, people reported expected naturalistic, selective, and logically consistent TV viewing patterns. In Study 1, participants’ cued recall of basic content from a random selection of programs was a clear positive function of reported past viewing levels for those programs. In Study 2, memory for program content was assessed in recognition format, and again was a positive function of reported past viewing levels. Further evidence of validity of past viewing reports was found in predicted developmental trends, namely, viewing levels increased across years, in later time slots, and for more adult program genres. Overall, findings indicated valid reporting of early TV viewing, with implications for retrospective designs for investigating long term relationships between early TV exposure and later adult characteristics.

‘Watchful waiting’ or ‘active monitoring’ in depression management in primary care: Exploring the recalled content of general practitioner consultations

BackgroundCurrent NICE depression guidelines recommend a period of ‘active monitoring’ prior to commencing treatment with antidepressants. The content of consultations during active monitoring or supportive care has not been previously prescribed. MethodsAs part of a randomised trial of supportive care versus supportive care plus SSRI consultation content was measured through patient recall for the purpose of testing equity in content between trial arms. An exploratory analysis of the consultation content measure is presented together with a measure of consultation satisfaction (MISS) and depression severity (HMRD). A score for ‘psychoactive consultation content’ (PSAC) was generated to enable comparison between groups. Results220 patients were randomised in the study. The majority of participants recalled a discussion of practical problems they faced and many reported some element of problem solving; a significant minority reported discussions about changing the way they thought, addressing relationships or talking to trusted friends or family. Consultation content was unrelated to depression outcome although in multivariate analysis it was strongly related to consultation satisfaction. LimitationsThis is a secondary analysis based on patient recall of consultation content. ConclusionsSupportive care is not a passive process as patients report several potentially therapeutic discussions within the consultation and these occur regardless of whether antidepressants are prescribed. It is not known whether these discussions do have any therapeutic value in this context. Consultation content was unrelated to outcome in this study but did predict satisfaction with the consultation. Further work is required to validate the patient report of consultation content and to identify what if any consultation strategies have therapeutic effect.

Assessing Strategic Cultural Competency: Holistic Approaches to Student Learning Through Media

The current study investigated the impact of a German television program on changes in 4th‐semester German students’ reflections on cultural perceptions over the course of 1 semester. Sixty‐nine students at the University of Texas at Austin watched 4 episodes of the popular German television program Lindenstrasse. After viewing, students were asked to reflect in written response papers on cultural features and patterns of behavior and on cultural differences and similarities. The study results suggest that students’ perceptions of another culture can become more sophisticated when being exposed to authentic filmic material and asked to reflect in writing about observed plot features and cultural manifestations. The key to these results is a strategy for assessing not just students’ recall of cultural content, but also their strategic competencies in negotiating cultural difference. Changes in students’ cognitive styles were tracked by a scale that rewards students’ strategic ability to manage details of cultural knowledge and sociolinguistic content, including the following categories: (a) rhetorical organization; (b) content; (c) comparative point of view; and (d) interpretive substance. The article provides a model for the assessment of cultural competency (MACC), which can be adapted to assess students’ engagement with the culture represented in various materials.

Antagonistic and Synergetic Impacts of Conversation on Nonpersuasive Media Effects

This article elaborates the role of interpersonal communication in media effects. Based on an extensive literature review, two lines of arguments are illustrated: the antagonistic and the synergetic position. The literature provides theoretical and empirical support for both positions especially in the field of persuasive media input. To complete the view, two experiments with nonpersuasive media input are presented. The first experiment addresses the role of conversations in cognitive news effects. The synergetic position is supported: conversation leads to elaboration and more profound recall of media content. The second experiment deals mainly with emotional media effects in entertainment. No general impact of conversation on media effects was demonstrated. Nonetheless, the authors find evidence that conversations about the media engender a more critical and reserved stance toward the media content and protagonists. The article concludes with a discussion of the implications for further research into the field.

Assessment of the effect of Advanced Paediatric Life Support training on level of self‐perceived preparedness among health‐care workers in Cambodia

The objective of this study was to survey the self-perceived preparedness of Cambodia's Advanced Paediatric Life Support (APLS) providers towards their APLS training and accreditation 5 years post-implementation. A cross-sectional survey was administered in December 2009 to APLS providers who had been trained throughout the 5 year period from December 2005 to May 2009. One hundred and two (93%) APLS providers responded. The median rating for their original APLS learning experience was 6 out of 10, and the reported median recall of the APLS teaching content was 7 out of 10. Since their training, 80% had managed a child in cardiac arrest, 85% a child with serious illness and 72% with serious injury. Their subjective preparedness from APLS training for each of the three resuscitation types, on a scale of 1-10, were medians of 7, 7 and 6, respectively. For all groups, perceived preparedness for all three resuscitation types did not differ despite varying lengths of time from their original training. APLS training has increased the self-perceived preparedness of paediatric health-care workers in Cambodia. RESULTS indicate moderate relevance to real patient resuscitations experienced by health workers, and the perceived recall of the teachings and sense of preparation from APLS training does not significantly decline over time. However, our results suggest subsequent further APLS instructor courses might maintain resuscitation preparedness.

The impact of narrator age congruity on responses to a radio advertisement

This study assessed the impact of the congruity between the actual age of the participants and the perceived age of narrator voices upon responses to a radio advertisement for a fictitious university. Attribute transfer caused by stereotypical age perceptions provided the explanation for results indicating that an incongruous (older) narrator significantly reduced perceptions of the image attractiveness of the advertised university. Likelihood of application and recall of advertisement content were revealed to be positive functions of the congruity between the actual age of the participants and the perceived age of the narrator. Stereotype theory explained results revealing how the incongruous narrator made the university appear significantly more attractive to mature students (aged over 29). Although this study identified positive results in using congruous advertising stimuli, it acknowledges the possible benefits of incongruous stimuli (e.g. in terms of attention gain and creative communication).

Prospective memory, emotional valence and ageing

Emotional factors have been found to be an important influence on memory. The current study investigated the influence of emotional salience and age on a laboratory measure of prospective memory (PM); Virtual Week. Thirty young and 30 old adults completed Virtual Week, in which the emotional salience of the tasks at encoding was manipulated to be positive, negative or neutral in content. For event-based, but not time-based tasks, positivity enhancement in both age groups was seen, with a greater number of positive PM tasks being performed relative to neutral tasks. There was no negativity enhancement effect. Older adults showed generally poorer levels of PM, but they also demonstrated greater beneficial effects of positive valence compared to young. These effects of emotion on PM accuracy do not appear to reflect the retrospective component of the task as a different pattern of emotion effects was seen on the recall of PM content. Results indicate that older adults' difficulties in prospective remembering can be reduced where the tasks to be remembered are positive.

Film music influences how viewers relate to movie characters.

Film music has powerful aesthetic effects on the perception and understanding of screen content, but does it also influence viewers’ sense of connection with movie characters thereby creating antecedents for an experience of empathy? Participants viewed clips showing characters’ neutral or ambiguous reaction to an event, person, or object. Viewers rated character likability and their certainty about characters’ thoughts in three conditions: thriller music, melodrama music, and no music. The effect of music conditions differed significantly from the no music condition. Compared to melodramatic music, thriller music significantly lowered likability and certainty about characters’ thoughts. During subsequent cued recall of screen content, thriller music increased anger attributions and lowered sadness attributions, while melodramatic music increased love attributions and lowered fear attributions. The study provides evidence that film music can influence character likability and the certainty of knowing the character’s thoughts, which are antecedents of empathetic concern and emphatic accuracy. Thus film music may be regarded as modulating antecedents of empathic concern and empathic accuracy.

Poster presentations at medical conferences: an effective way of disseminating research?

This study aimed to ascertain the value of posters at medical meetings to presenters and delegates. The usefulness of posters to presenters at national and international meetings was evaluated by assessing the numbers of delegates visiting them and the reasons why they visited. Memorability of selected posters was assessed and factors influencing their appeal to expert delegates identified. At both the national and international meetings, very few delegates (< 5%) visited posters. Only a minority read them and fewer asked useful questions. Recall of content was so poor that it prevented identification of factors improving their memorability. Factors increasing posters' visual appeal included their scientific content, pictures/graphs and limited use of words. Few delegates visit posters and those doing so recall little of their content. To engage their audience, researchers should design visually appealing posters by presenting high quality data in pictures or graphs without an excess of words.

Self-Assessment of Clinical Competency: We and They Don't Know What They Don't Know (707)

1.List two positive and two negative attributes of self-assessment of clinical competency.2.Describe the technique of adding pre-post assessment to self-assessment to enrich evaluation.3.Develop ideas for inclusion of pre-post assessment routinely in trainee feedback. Background. Self-assessment of clinical competency is a common evaluation technique used for many types of trainees and settings. This technique is convenient and applicable to a large number of skills at one time. More objective forms of evaluation such as check-lists to observe trainee-patient encounters, or standardized patients with direct observation are expensive, time consuming, can test competency in only a few areas, and cause trainee distress. Testing for content recall with pre- and posttesting requires skilled question writing and in many situations has not been shown to correlate with clinical skills. A possible problem with self-assessment is that trainees cannot accurately assess their skill before training because they lack an internal scale on which to measure. In typical pre-post self-assessment, two kinds of bias are introduced: (1) overestimation of skill in trainees who have significant clinical experience, and (2) underestimation of skill in less experienced trainees due to lack of confidence. Research objectives. A possible solution to these biases is to ask trainees to do self-assessment before training, and to ask trainees to reevaluate their pre-training clinical competency at the conclusion of training (“post-pre” assessment). Methods. Twenty medical oncology fellows participating in a month-long palliative medicine rotation completed a “post-pre” self-assessment using a scale ranging from 1 = need basic instruction to 4 = perform independently. Results. The “post-pre” means (below) were lower than the “Pre” means suggesting that when oncology fellows re-evaluated their skills after training, they became more aware of their competency prior to training. Skill Pre Post-Pre Post Perform a basic pain assessment. 3.6 2.9 3.9 Discussing DNR orders 3.7 3.3 3.9 Discussing advance directives with patients. 3.0 2.4 4.0 Conclusion. This research suggests that trainees’ initial self-assessment can be seen as inaccurate when re-evaluated retrospectively. Implications for research, policy, or practice. This can result in under estimation of the impact of educational programs.

Vicarious Audiovisual Learning in Perfusion Education

Perfusion technology is a mechanical and visual science traditionally taught with didactic instruction combined with clinical experience. It is difficult to provide perfusion students the opportunity to experience difficult clinical situations, set up complex perfusion equipment, or observe corrective measures taken during catastrophic events because of patient safety concerns. Although high fidelity simulators offer exciting opportunities for future perfusion training, we explore the use of a less costly low fidelity form of simulation instruction, vicarious audiovisual learning. Two low fidelity modes of instruction; description with text and a vicarious, first person audiovisual production depicting the same content were compared. Students (n = 37) sampled from five North American perfusion schools were prospectively randomized to one of two online learning modules, text or video. These modules described the setup and operation of the MAQUET ROTAFLOW standalone centrifugal console and pump. Using a 10 question multiple-choice test, students were assessed immediately after viewing the module (test #1) and then again 2 weeks later (test #2) to determine cognition and recall of the module content. In addition, students completed a questionnaire assessing the learning preferences of today’s perfusion student. Mean test scores from test #1 for video learners (n = 18) were significantly higher (88.89%) than for text learners (n = 19) (74.74%), (p &lt; .05). The same was true for test #2 where video learners (n = 10) had an average score of 77% while text learners (n = 9) scored 60% (p &lt; .05). Survey results indicated video learners were more satisfied with their learning module than text learners. Vicarious audiovisual learning modules may be an efficacious, low cost means of delivering perfusion training on subjects such as equipment setup and operation. Video learning appears to improve cognition and retention of learned content and may play an important role in how we teach perfusion in the future, as simulation technology becomes more prevalent.

Comparing narrative and informational videos to increase mammography in low-income African American women

Objective: Compare effects of narrative and informational videos on use of mammography, cancer-related beliefs, recall of core content and a range of reactions to the videos. Method: African American women ( n = 489) ages 40 and older were recruited from low-income neighborhoods in St. Louis, MO and randomly assigned to watch a narrative video comprised of stories from African American breast cancer survivors ( Living Proof) or a content-equivalent informational video using a more expository and didactic approach ( Facts for Life). Effects were measured immediately post-exposure and at 3- and 6-month follow-up. Results: The narrative video was better liked, enhanced recall, reduced counterarguing, increased breast cancer discussions with family members and was perceived as more novel. Women who watched the narrative video also reported fewer barriers to mammography, more confidence that mammograms work, and were more likely to perceive cancer as an important problem affecting African Americans. Use of mammography at 6-month follow-up did not differ for the narrative vs. informational groups overall (49% vs. 40%, p = .20), but did among women with less than a high school education (65% vs. 32%, p < .01), and trended in the same direction for those who had no close friends or family with breast cancer (49% vs. 31%, p = .06) and those who were less trusting of traditional cancer information sources (48% vs. 30%, p = .06). Conclusions: Narrative forms of communication may increase the effectiveness of interventions to reduce cancer health disparities. Practice implications: Narratives appear to have particular value in certain population sub-groups; identifying these groups and matching them to specific communication approaches may increase effectiveness.

Processing and memory of information presented in narrative or expository texts

Previous research suggests that narrative and expository texts differ in the extent to which they prompt students to integrate to-be-learned content with relevant prior knowledge during comprehension. We expand on previous research by examining on-line processing and representation in memory of to-be-learned content that is embedded in narrative or expository texts. We are particularly interested in how differences in the use of relevant prior knowledge leads to differences in terms of levels of discourse representation (textbase vs. situation model). A total of 61 university undergraduates in Expt 1, and 160 in Expt 2. In Expt 1, subjects thought out loud while comprehending circulatory system content embedded in a narrative or expository text, followed by free recall of text content. In Expt 2, subjects read silently and completed a sentence recognition task to assess memory. In Expt 1, subjects made more associations to prior knowledge while reading the expository text, and recalled more content. Content recall was also correlated with amount of relevant prior knowledge for subjects who read the expository text but not the narrative text. In Expt 2, subjects reading the expository text (compared to the narrative text) had a weaker textbase representation of the to-be-learned content, but a marginally stronger situation model. Results suggest that in terms of to-be-learned content, expository texts trigger students to utilize relevant prior knowledge more than narrative texts.