Recall Of Relevant Information Research Articles

Investigating Retrieval-Induced Forgetting During Information Requirements Determination

Successful systems development requires that appropriate and accurate information be gathered from people who use or will use the system. One critical issue in information gathering is the recall of relevant information by users and other stakeholders. Prior research has shown that users do not recall all the relevant information they have about the requirements for systems, and we suggest that this problem is exacerbated by current systems development practice, in which the same users are often interviewed multiple times by analysts. A potential theoretical explanation for recall failure in requirements determination is the psychological phenomenon known as Retrieval-Induced Forgetting. Retrieval-Induced Forgetting (RIF) theory and empirical findings show that when people are asked to recall information about a situation multiple times, they are likely to recall the same information on subsequent attempts as they recalled on the first attempt (to the exclusion of other relevant information). Although the RIF phenomenon has been investigated in several contexts, such as eyewitness testimony, there have been no studies that have examined the issue in applied contexts such as systems development, in which prior domain knowledge exists and has been learned over a period of time by users and other stakeholders. In the current study, experimental results showed the presence of RIF in both short-term and longer-term information requirements determination (IRD) contexts, thereby providing a memory-based explanation for missing requirements in IRD. Our results have strong implications for the type and sequencing of requirements elicitation techniques and demonstrate threats to both traditional and iterative development methodologies.

Effects of formal training in communication skills on the ability of veterinary students to communicate with clients

All uk veterinary schools have recently introduced small group teaching of communication skills for undergraduates. This study evaluates the effectiveness of this approach in improving the ability of students to...

Evaluation of legal competency in patients with frontal lobe injury.

In recent decades, the relationship of the patients and health care provider has evolved into an informed, collaborative effort to recover from illness. The movement of patients from passive to active participants in treatment planning has caused an increasing need for patients to be competent, to successfully perform often complex analysis of available options, risks inherent in these options, and potential benefits of choosing one course of action over another. While competency is determined by the courts, the courts rely heavily on the opinions of health care providers with expertise regarding mental and emotional processes. Thus, knowledge of both legal standards of competency and of the mental and emotional processes which support competency have become increasingly important. Competency has been held to be comprised of perception and comprehension of a relevant body of information; memory and recall of relevant information well enough to support further mental evaluation of the information; the capacity to identify personal options implicit in the information and to logically deliberate among the available options based on relative potential risks and the benefits; and the capacity to make an enduring decision based on prior logical deliberation. The assessment of competency is even more difficult in the patient with executive dysfunction. Neuropsychological assessment, which is traditionally used to assess cognitive functioning, has not been as helpful in the quantification of the patient's ability to solve problems in a logical manner. This paper will outline the requisite steps in assessing competency and review the current data available on the neuropsychological assessment of frontal lobe dysfunction in competency determination.

Evaluation of legal competency in patients with frontal lobe injury

In recent decades, the relationship of the patients and health care provider has evolved into an informed, collaborative effort to recover from illness. The movement of patients from passive to active participants in treatment planning has caused an increasing need for patients to be competent, to successfully perform often complex analysis of available options, risks inherent in these options, and potential benefits of choosing one course of action over another. While competency is determined by the courts, the courts rely heavily on the opinions of health care providers with expertise regarding mental and emotional processes. Thus, knowledge of both legal standards of competency and of the mental and emotional processes which support competency have become increasingly important. Competency has been held to be comprised of perception and comprehension of a relevant body of information; memory and recall of relevant information well enough to support further mental evaluation of the information; the capacity to identify personal options implicit in the information and to logically deliberate among the available options based on relative potential risks and the benefits; and the capacity to make an enduring decision based on prior logical deliberation. The assessment of competency is even more difficult in the patient with executive dysfunction. Neuropsychological assessment, which is traditionally used to assess cognitive functioning, has not been as helpful in the quantification of the patient's ability to solve problems in a logical manner. This paper will outline the requisite steps in assessing competency and review the current data available on the neuropsychological assessment of frontal lobe dysfunction in competency determination.

Reduced top-down influence in auditory perceptual organization in schizophrenia.

Perceptual organization of auditory information is influenced by both the physical characteristics and the categorization of irrelevant information. This study sought to determine the degree to which schizophrenia patients could utilize acoustic properties and contextual cues (top-down factors) to segregate relevant from irrelevant material in an auditory stream. On a modification of I. Neath, A. M. Surprenant, and R. G. Crowder's (1993) auditory suffix task, both schizophrenia and control participants demonstrated better recall of relevant information when irrelevant information had different physical characteristics, compared with when both arose from the same source. In contrast, schizophrenia patients were unaffected by a contextual manipulation that allowed controls to reduce the interfering effect of an irrelevant stimulus. These data suggest that a reduced ability to utilize contextual information plays a role in the perceptual organization dysfunction in schizophrenia.

Reduced top-down influence in auditory perceptual organization in schizophrenia.

Perceptual organization of auditory information is influenced by both the physical characteristics and the categorization of irrelevant information. This study sought to determine the degree to which schizophrenia patients could utilize acoustic properties and contextual cues (top-down factors) to segregate relevant from irrelevant material in an auditory stream. On a modification of I. Neath, A. M. Surprenant, and R. G. Crowder's (1993) auditory suffix task, both schizophrenia and control participants demonstrated better recall of relevant information when irrelevant information had different physical characteristics, compared with when both arose from the same source. In contrast, schizophrenia patients were unaffected by a contextual manipulation that allowed controls to reduce the interfering effect of an irrelevant stimulus. These data suggest that a reduced ability to utilize contextual information plays a role in the perceptual organization dysfunction in schizophrenia.

Individual differences in water-level task performance: A component-skills analysis

Over the past two decades, several studies have indicated that many adults have difficulty in demonstrating the concept that liquids remain invariantly horizontal and that this is more often true of women than men. Theoretical explanations for these differences have centered around biological and sociocultural hypotheses. The purpose of this paper is to review the literature on individual differences in adult performance on Piaget's water-level task and to offer an interpretation based on a component-skills analysis of water-level task performance. Water-level task performance is reduced to the subabilities of (a) visualperceptual skills, (b) mental imagery and rotation skills, (c) utilization of spatial coordinate systems, and (d) recall of relevant information. The utility of a component-skills analysis in understanding water-level task performance is discussed.