Recall Of Content Research Articles

Recall and Retention of Consent Procedure Contents and Decisions: Results of a Randomized Controlled Trial

Background: Residual tissue samples, i.e., samples excised for diagnosis or during treatment, are commonly used for medical research. In the Netherlands, they can be used provided the patient did not opt out of this use. Previous research has shown that recall of the informed consent procedure for tissue use is poor. Here, we investigate recall of three consent procedures: informed consent, opt-out, and opt-out plus (an opt-out procedure with an information procedure similar to that of informed consent). Methods: Patients (n = 1,319) with a variety of diseases were randomized into three trial arms: informed consent, opt-out plus, and opt-out. Questionnaires were administered 6 weeks and 6 months after randomization. Results: Six hundred and seventy-three and 553 patients returned the 6-week and 6-month questionnaire, respectively. In the informed consent arm, recall of having received a brochure (55.3%) or oral information (69.4%) was similar to that in the opt-out plus arm (48.5 and 71.6%, respectively), at the 6-week assessment. Significantly more respondents in the informed consent and the opt-out plus arms versus the opt-out arm recalled that they had been informed about being able to control tissue use and which consent procedure they had experienced (6-week questionnaire range 53.2–75.8 vs. 13.9–16.1%; 6-month questionnaire range 43.5–84.2 vs. 3.2–35.4%). There were no significant differences between the informed consent and opt-out plus arms in this regard. Conclusions: Recall of the consent procedure was similar in opt-out plus and informed consent procedures. Overall, recall was moderate, indicating that there is room for improvement in the quality of information provision.

Memory for neutral, emotional and trauma-related information in sexual abuse survivors

ABSTRACTPrevious studies have shown that trauma-exposed individuals, including survivors of sexual abuse, show inferior performance in episodic memory tasks compared to non-exposed controls. This, however, has mainly been tested using neutral content. Our goal in this study was to determine whether this relative impairment in episodic memory extends to generally emotional and trauma-related content. Twenty-seven sexual abuse survivors and 27 control women participated in the study. They listened to stories with three content types (neutral, generally emotional and trauma-related) and performed a free-recall task immediately and 30 minutes later. Sexual abuse survivors showed poorer recall of neutral material compared to control participants. Lower recall was also observed for generally emotional content. However, importantly, there was no difference between groups in the recall of trauma-related content. The main novel contribution of this study is the demonstration that verbal episodic memory is not impaired for non-autobiographical trauma-related content in sexual abuse survivors. We discuss how this could be explained by personal relevance and attentional capture.

The Effects of Varying Electronic Cigarette Warning Label Design Features On Attention, Recall, and Product Perceptions Among Young Adults

ABSTRACTThis study was a 3 (Brand: Blu, MarkTen, Vuse) by 3 (Warning Size: 20%, 30%, or 50% of advertisement surface) by 2 (Warning Background: White, Red) experimental investigation of the effects of electronic cigarette (e-cigarette) warning label design features. Young adults aged 18–30 years (n = 544) were recruited online, completed demographic and tobacco use history measures, and randomized to view e-cigarette advertisements with warning labels that varied by the experimental conditions. Participants completed a task assessing self-reported visual attention to advertisements with a-priori regions of interest defined around warning labels. Warning message recall and perceived addictiveness of e-cigarettes were assessed post-exposure. Approximately half of participants reported attending to warning labels and reported attention was greater for warnings on red versus white backgrounds. Recall of the warning message content was also greater among those reporting attention to the warning label. Overall, those who viewed warnings on red backgrounds reported lower perceived addictiveness than those who viewed warnings on white backgrounds, and e-cigarette users reported lower perceived addictiveness than non-users. Among e-cigarette users, viewing warnings on white backgrounds produced perceptions more similar to non-users. Greater recall was significantly correlated with greater perceived addictiveness. This study provides some of the first evidence that e-cigarette warning label design features including size and coloring affect self-reported attention and content recall.

Pinch Hitter: The Effectiveness of Content Summaries Delivered by a Guest Lecturer in Online Course Videos

Lecture videos have become an increasingly prevalent and important source of learning content. Lecturer-generated summaries may be used during a video lecture to improve student recall. Furthermore, the integration of a guest lecturer into the classroom may be a beneficial educational practice drawing the learner’s attention to specific content or providing a change of pace. The current study measures the effects of lecturer-generated summaries and the inclusion of a guest lecturer on students’ ability to recall online video lecture contents. Seven sections of a flipped scientific writing course were divided into three groups. The control group videos featured a lecturer speaking with PowerPoint slides in the background. The Summaries Only group viewed the same videos as those of the control, with the addition of lecturer-generated summaries spliced into the middles and ends of the videos, respectively, and these summaries were delivered by the same lecturers of the original video. The Summaries with a Guest Lecturer group viewed the same videos as the control, but with the addition of lecturer-generated summaries respectively spliced into the middles and ends of the videos, and these summaries were instead delivered by a guest lecturer. Student recall was measured through two online multiple-choice quizzes. The results of the study show that the Summaries Only group significantly outperformed the other two groups, while no significant difference was found between the performances of the control and the Summaries with a Guest Lecturer group. The results suggest that lecturer-generated summaries help to improve student recall of online video lecture contents. However, the introduction of a guest lecturer shown in a different setting may cause learners to lose concentration, nullifying the benefit of the summaries.

Impact of patient information leaflets on pain medication intake behavior: a pilot study.

Patient information leaflets on pain medication primarily list side effects while positive effects and action mechanisms remain underrepresented. Nocebo research has shown that negative instructions can lower analgesic effects. Research on information leaflets and their influence on mood, memory of side effects, and intake behavior of healthy participants is needed. To determine the ratio of positive to negative phrases, 18 information leaflets of common, over-the-market analgesics were examined of which 1 was selected. In a randomized, controlled study design, 18 healthy participants read this leaflet while 18 control group participants read a matched, neutral leaflet of an electrical device. Collected data concerned the recall of positive and negative contents, mood, anxiety, and the willingness to buy and take the drug. All examined leaflets listed significantly more side effects than positive effects (t17 = 5.82, P < 0.01). After reading the analgesic leaflet, participants showed a trend towards more negative mood (F1,34 = 3.78, P = 0.06, ηp2 = 0.1), a lower intention to buy [χ2 (1, n = 36) = 12.5, P < 0.01], a higher unwillingness to take the medication [χ2 (1, n = 36) = 7.2, P < 0.01], and even a greater recall for side effects than positive effects (t17 = 7.47, P < 0.01). Reading the patient information leaflets can increase fear and lower the intention to buy and the willingness to take a pain medication.

The Effect of Typographical Features of Subtitles on Nonnative English Viewers’ Retention and Recall of Lyrics in English Music Videos

The goal of this study was to test the effect of typographical features of subtitles including size, color and position on nonnative English viewers’ retention and recall of lyrics in music videos. To do so, the researcher played a simple subtitled music video for the participants at the beginning of their classes, and administered a 31-blank cloze test from the lyrics at the end of the classes. In the second test, the control group went through the same procedure but experimental group watched the customized subtitled version of the music video. The results demonstrated no significant difference between the two groups in the first test but in the second, the scores remarkably increased in the experimental group and proved better retention and recall. This study has implications for English language teachers and material developers to benefit customized bimodal subtitles as a mnemonic tool for better comprehension, retention and recall of aural contents in videos via Computer Assisted Language Teaching approach.

The Course is Not Over When the Course is Over: A Pedagogical Innovation to Improve Course Content Recall after Graduation

This study introduces the Memory Jogger-Trigger System (“MJTS”), a pedagogical innovation that college instructors can use in the classroom to help students recall the most important concepts of a course after it ends. Given that college seniors expect to forget almost half the content they learned in college within a year of graduating, the MJTS is designed to help graduates recall key concepts of their education for use in judgment and decision-making contexts after college. In addition to providing implementation guidance, this study also provides examples of two specific MJTS that were developed for two different college courses: a principles of management course and an accounting auditing course. We also present evidence that students appreciate the utility provided by the MJTS and enjoy the instructor’s use of an MJTS in classroom environments.

Patient recall of specific cognitive therapy contents predicts adherence and outcome in adults with major depressive disorder

The current study examined whether and which specific contents of patients' memory for cognitive therapy (CT) were associated with treatment adherence and outcome. Data were drawn from a pilot RCT of forty-eight depressed adults, who received either CT plus Memory Support Intervention (CT + Memory Support) or CT-as-usual. Patients' memory for treatment was measured using the Patient Recall Task and responses were coded into cognitive behavioral therapy (CBT) codes, such as CBT Model and Cognitive Restructuring, and non-CBT codes, such as individual coping strategies and no code. Treatment adherence was measured using therapist and patient ratings during treatment. Depression outcomes included treatment response, remission, and recurrence. Total number of CBT codes recalled was not significantly different comparing CT + Memory Support to CT-as-usual. Total CBT codes recalled were positively associated with adherence, while non-CBT codes recalled were negatively associated with adherence. Treatment responders (vs. non-responders) exhibited a significant increase in their recall of Cognitive Restructuring from session 7 to posttreatment. Greater recall of Cognitive Restructuring was marginally significantly associated with remission. Greater total number of CBT codes recalled (particularly CBT Model) was associated with non-recurrence of depression. Results highlight the important relationships between patients' memory for treatment and treatment adherence and outcome.

Voice over: Audio-visual congruency and content recall in the gallery setting.

Experimental research has shown that pairs of stimuli which are congruent and assumed to ‘go together’ are recalled more effectively than an item presented in isolation. Will this multisensory memory benefit occur when stimuli are richer and longer, in an ecological setting? In the present study, we focused on an everyday situation of audio-visual learning and manipulated the relationship between audio guide tracks and viewed portraits in the galleries of the Tate Britain. By varying the gender and narrative style of the voice-over, we examined how the perceived congruency and assumed unity of the audio guide track with painted portraits affected subsequent recall. We show that tracks perceived as best matching the viewed portraits led to greater recall of both sensory and linguistic content. We provide the first evidence that manipulating crossmodal congruence and unity assumptions can effectively impact memory in a multisensory ecological setting, even in the absence of precise temporal alignment between sensory cues.

The Effects of Forensically Relevant Face Coverings on the Acoustic Properties of Fricatives

This forensically motivated study investigates the effects of a motorcycle helmet, balaclava, and plastic mask on the acoustics of three English non-sibilant fricatives, /f/, /θ/, and /v/ in two individuals. It examines variation within the individual as an effect of the physical environment. Two speakers recorded a list of minimal pairs in each of the three guises and with no face covering. The results showed that facewear significantly affected fricative intensity and the four spectral moments: centre of gravity, standard deviation, skewness, and kurtosis. The acoustic changes caused by facewear have implications for judging the reliability of earwitnesses’ content recall and voice identification as well as forensic speech scientists’ examination of content and speaker identity in disputed recordings.

Effectiveness and Adoption of a Drawing-to-Learn Study Tool for Recall and Problem Solving: Minute Sketches with Folded Lists.

Drawing by learners can be an effective way to develop memory and generate visual models for higher-order skills in biology, but students are often reluctant to adopt drawing as a study method. We designed a nonclassroom intervention that instructed introductory biology college students in a drawing method, minute sketches in folded lists (MSFL), and allowed them to self-assess their recall and problem solving, first in a simple recall task involving non-European alphabets and later using unfamiliar biology content. In two preliminary ex situ experiments, students had greater recall on the simple learning task, non-European alphabets with associated phonetic sounds, using MSFL in comparison with a preferred method, visual review (VR). In the intervention, students studying using MSFL and VR had ∼50-80% greater recall of content studied with MSFL and, in a subset of trials, better performance on problem-solving tasks on biology content. Eight months after beginning the intervention, participants had shifted self-reported use of drawing from 2% to 20% of study time. For a small subset of participants, MSFL had become a preferred study method, and 70% of participants reported continued use of MSFL. This brief, low-cost intervention resulted in enduring changes in study behavior.

Consent: an event or a memory in lumbar spinal surgery? A multi-centre, multi-specialty prospective study of documentation and patient recall of consent content

Study designProspective, multi-centre, multi-specialty medical notes review and patient interview.PurposeThe consenting process is an important communication tool which also carries medico-legal implications. While written consent is a pre-requisite before spinal surgery in the UK, the standard and effectiveness of the process have not been assessed previously. This study assesses standard of written consent for elective lumbar decompressive surgery for degenerative disc disease across different regions and specialties in the UK; level of patient recall of the consent content; and identifies factors which affect patient recall.MethodsConsent forms of 153 in-patients from 4 centres a, b, c, d were reviewed. Written documentation of intended benefits, alternative treatments and operative risks was assessed. Of them, 108 patients were interviewed within 24 h before or after surgeries to assess recall.ResultsThe written documentation rates of the operative risks showed significant inter-centre variations in haemorrhage and sphincter disturbance (P = 0.000), but not for others. Analysis of pooled data showed variations in written documentation of risks (P < 0.0005), highest in infection (96.1%) and lowest in recurrence (52.3%). For patient recall of these risks, there was no inter-centre variation. Patients’ recall of paralysis as a risk was highest (50.9%) and that of recurrence was lowest (6.5%). Patients <65 years old recalled risks better than those ≥65, significantly so for infection (29.9 vs 9.7%, P = 0.027). Patients consented >14 days compared to <2 days before their surgeries had higher recall for paralysis (65.2 vs 43.7%) and recurrence (17.4 vs 2.8%). Patient recall was independent of consenter grade.ConclusionOverall, the standard of written consent for elective lumbar spinal decompressive surgery was sub-optimal, which was partly reflected in the poor patient recall. While consenter seniority did not affect patient recall, younger age and longer consent-to-surgery time improved it.

Memory support strategies and bundles: A pathway to improving cognitive therapy for depression?

Therapist use of memory support (MS) alongside treatment-as-usual, with the goal of enhancing patient recall of treatment contents, has been of recent interest as a novel pathway to improve treatment outcome. The memory support intervention (MSI) involves treatment providers' using 8 specific MS strategies to promote patient memory for treatment. The present study examines to what extent therapist use of MS strategies and bundles improves patient recall of treatment contents and treatment outcome. The data were drawn from a pilot RCT reported elsewhere. Participants were 48 adults (mean age = 44.27 years, 29 females) with major depressive disorder (MDD), randomized to receive 14 sessions of either CT + Memory Support (n = 25) or CT-as-usual (n = 23). Therapist use of MS was coded using the Memory Support Rating Scale. Patient memory and treatment outcomes were assessed at baseline, midtreatment (patient recall only), posttreatment, and 6-month follow-up. Participants in CT + Memory Support received significantly higher amount of MS relative to CT-as-usual. Although not reaching statistical significance, small-to-medium effects were observed between MS strategies and patient recall in the expected direction. Although MS variables were not significantly associated with changes in continuous depressive symptoms, MS was associated with better global functioning. MS also exhibited small to medium effects on treatment response and recurrence in the expected direction but not on remission, though these effects did not reach statistical significance. These results provide initial empirical evidence supporting an active method for therapists to implement MS strategies. (PsycINFO Database Record

Problem-Centered Supplemental Instruction in Biology: Influence on Content Recall, Content Understanding, and Problem Solving Ability

To address the need for effective, efficient ways to apply active learning in undergraduate biology courses, in this paper, we propose a problem-centered approach that utilizes supplemental web-based instructional materials based on principles of active learning. We compared two supplementary web-based modules using active learning strategies: the first used Merrill’s First Principles of Instruction as a framework for organizing multiple active learning strategies; the second used a traditional web-based approach. Results indicated that (a) the First Principles group gained significantly from pretest to posttest at the Remember level (t(40) = −1.432, p = 0.08, ES = 0.4) and at the Problem Solving level (U = 142.5, N1 = 21, N2 = 21, p = .02, ES = 0.7) and (b) the Traditional group gained significantly from pretest to posttest at the Remember level (t(36) = 1.762, p = 0.043, ES = 0.6). Those in the First Principles group were significantly more likely than the traditional group to be confident in their ability to solve problems in the future (χ2 (2, N = 40) = 3.585, p = 0.09).

A Ticket for Your Thoughts: Method for Predicting Content Recall and Sales Using Neural Similarity of Moviegoers

Abstract Skilled advertisers often cause a diverse set of consumers to feel similarly about their product. We present a method for measuring neural data to assess the degree of similarity between multiple brains experiencing the same advertisements, and we demonstrate that this similarity can predict important marketing outcomes. Since neural data can be sampled continuously throughout an experience and without effort and conscious reporting biases, our method offers a useful complement to measures requiring active evaluations, such as subjective ratings and willingness-to-pay (WTP) scores. As a case study, we use portable electroencephalography (EEG) systems to record the brain activity of 58 moviegoers in a commercial theater and then calculate the relative levels of neural similarity, cross-brain correlation (CBC), throughout 13 movie trailers. Our initial evidence suggests that CBC predicts future free recall of the movie trailers and population-level sales of the corresponding movies. Additionally, since there are potentially other (i.e., non-neural) sources of physiological similarity (e.g., basic arousal), we illustrate how to use other passive measures, such as cardiac, respiratory, and electrodermal activity levels, to reject alternative hypotheses. Moreover, we show how CBC can be used in conjunction with empirical content analysis (e.g., levels of visual and semantic complexity).

Comparing electronic and paper storybooks for preschoolers: Attention, engagement, and recall

Preschool children's attention, engagement, and communication during readings from comparable electronic and paper storybooks, and their recall of story content were assessed. Seventy-nine preschoolers listened to one story on a tablet and another in paper format. The e-book contained multimedia and interactive features that activated story-related information. Dependent measures were attention to the book, the adult, and off-task; engagement and communication; recall of story content. Language and executive functioning were assessed. Results showed that (1) the e-book took twice as long to complete, (2) children were more attentive to, and engaged in the e-book, (3) children communicated more about the device during the e-book but more about the story during the paper book, (4) there was no difference in recall by format, (5) executive functioning was a stronger predictor of attention and story recall than was age. Results were discussed in relation to the cognitive theory of multimedia learning.

Do improved patient recall and the provision of memory support enhance treatment adherence?

Background and objectivesPatient adherence to psychosocial treatment is an important but understudied topic. The aim of this study was to examine whether better patient recall of treatment contents and therapist use of memory support (MS) were associated with better treatment adherence. MethodsData were drawn from a pilot randomized controlled trial. Participants were 48 individuals (mean age = 44.27 years, 29 females) with Major Depressive Disorder randomized to receive either Cognitive Therapy (CT) with an adjunctive Memory Support Intervention (CT + Memory Support) or CT-as-usual. Therapist and patient ratings of treatment adherence were collected during each treatment session. Patient recall was assessed at mid-treatment. Therapist use of MS was manually coded for a random selection of sessions. ResultsPatient recall was significantly associated with better therapist and patient ratings of adherence. Therapist use of Application, a specific MS strategy, predicted higher therapist ratings of adherence. Attention Recruitment, another specific MS strategy, appeared to attenuate the positive impact of session number on patient ratings of adherence. Treatment groups, MS summary scores and other specific MS strategies were not significantly associated with adherence. LimitationsThe measure for treatment adherence is in the process of being formally validated. Results were based on small sample. ConclusionsThese results support the importance of patient recall in treatment adherence. Although collectively the effects of MS on treatment adherence were not significant, the results support the use of certain specific MS strategy (i.e., application) as a potential pathway to improve treatment adherence. Larger-scale studies are needed to further examine these constructs.

Sex-Related Differences in the Effects of Sleep Habits on Verbal and Visuospatial Working Memory.

Poor sleep quality negatively affects memory performance, and working memory in particular. We investigated sleep habits related to sleep quality including sleep duration, daytime nap duration, nap frequency, and dream content recall frequency (DCRF). Declarative working memory can be subdivided into verbal working memory (VWM) and visuospatial working memory (VSWM). We hypothesized that sleep habits would have different effects on VWM and VSWM. To our knowledge, our study is the first to investigate differences between VWM and VSWM related to daytime nap duration, nap frequency, and DCRF. Furthermore, we tested the hypothesis that the effects of duration and frequency of daytime naps and DCRF on VWM and VSWM differed according to sex. We assessed 779 healthy right-handed individuals (434 males and 345 females; mean age: 20.7 ± 1.8 years) using a digit span forward and backward VWM task, a forward and backward VSWM task, and sleep habits scales. A correlation analysis was used to test the relationships between VWM capacity (VWMC) and VSWM capacity (VSWMC) scores and sleep duration, nap duration, nap frequency, and DCRF. Furthermore, multiple regression analyses were conducted to identify factors associated with VWMC and VSWMC scores and to identify sex-related differences. We found significant positive correlations between VSWMC and nap duration and DCRF, and between VWMC and sleep duration in all subjects. Furthermore, we found that working memory capacity (WMC) was positively correlated with nap duration in males and with sleep duration in females, and DCRF was positively correlated with VSWMC in females. Our finding of sex-related differences in the effects of sleep habits on WMC has not been reported previously. The associations between WMC and sleep habits differed according to sex because of differences in the underlying neural correlates of VWM and VSWM, and effectiveness of the sleep habits in males and females.

Moody news: The impact of collective emotion ratings on online news consumers’ attitudes, memory, and behavioral intentions

Indicators of collective user behavior and opinion are increasingly common features of online news stories and may include information about how the story made users feel. An experiment ( N = 298) examined the effects of the presence and valence of a “mood meter” posted alongside an online human-interest story on memory for, attitude toward, emotional response to, and intentions to share the story. The presence of a mood meter led to lower recall of story content, more negative attitudes toward the story, and less positive emotional responses. The results suggest that participating in a mood meter may attenuate positive responses to human-interest stories.

Engaging Students in Science through a Nature Hike: A Case of Two Students with ADHD

Attention-Deficit/Hyperactivity Disorder (ADHD) is becoming prevalent amongst elementary school aged students and can lead to learning disorders. Additionally, informal science education is a field of study that is becoming increasingly popular and important in the world of science, especially with elementary students. Thus, it is important to understand how students with ADHD react to informal learning experiences. We measured learning gains and changes in environmental awareness among 84 fifth grade students that participated in an informal nature hike associated with the Over, Under, and Through: Students’ Informal Discover the Environment program. We also used a case study approach to reveal the hike experiences of two students with ADHD. Both students demonstrated increased attention and interest in science during and after their participation in the nature hike. While this is a small scale, case study, findings from this work and related literature suggest that more informal experiential learning opportunities should be integrated into science classes as they help improve student attention, content recall, and attitude toward science. KEYWORDS: ADHD; Engagement; Environmental Science Education; Informal Science Education; Mobile Technology; Nature Hike