Rehearsal Strategies Research Articles

EDUCACIÓN A DISTANCIA Y PRESENCIAL: DIFERENCIAS EN LOS COMPONENTES COGNITIVO Y MOTIVACIONAL DE ESTUDIANTES UNIVERSITARIOS

Research on students´ learning stresses the importance of considering cognitive, metacognitive, motivational and behavioral variables. Nevertheless, environment in which learning takes place should be considered too, because context has crucial repercussions. Distance education is experiencing major growth and this article examines differences between students in the face-to-face and virtual educational environments of two spanish universities. Results showed that students in the virtual environment university are characterized by higher levels of task orientation, task value, control of learning beliefs, self-efficacy for learning and performance, and the strategies of rehearsal, organization and metacognitive self-regulation. Whereas students in the face-to-face environment university are characterized by higher levels of test anxiety and peer learning.

Silent Partners

The purpose of this study was to explore middle school and high school band students’ perceptions of two ongoing school–university partnerships. Interviews and focus group interviews were conducted with school students to capture their unique perspectives and to support the tenets of formative and action research designs. Findings indicated that the students’ overall assessment of the partnerships was positive, supportive, and enthusiastic, although students cited unclear expectations from preservice teachers as a concern. Recommended improvements for the preservice teachers included maintaining a proper teaching persona, varying rehearsal strategies, and selecting more difficult repertoire. Finally, the students firmly and altruistically viewed themselves as socializing agents for the preservice teachers and believed their role in the partnerships was essential. Consequently, the participants believed the rewards of working with the university students outweighed the challenges. Implications included creating space for student feedback, incorporating student repertoire selection, and modifying teaching persona.

Verbal Learning and Memory Functions in Adolescents With Reading Disabilities

The authors of this current study compared the memory performance of adolescent students with specific reading disabilities (RD) with that of typical adolescent readers on a newly developed verbal learning test, the Bergen-Tucson Verbal Learning Test (BTVLT). This multiple trial test was designed to measure memory acquisition, retention, retrieval, and forgetting rates, as well as the ability to organize and retrieve the information from memory according to the phonological (surface) and semantic (lexical) features of words. A total of 20 participants with RD and 20 control participants (mean age = 15.2 years) were matched for age, gender, and ethnicity. Results indicated that the RD group learned significantly fewer list items and did so at a slower rate than the control group. Although the participants with RD were equally able to retain information once learned, they did demonstrate inefficient elaborative rehearsal strategies. They also recalled fewer words in both the semantic and phonetic cued-recall conditions, but the effect size was significantly greater in the latter. Taken together, the data suggest that students with RD have less efficient rehearsal and encoding mechanisms but typical retention. Retrieval also appears typical except under conditions that require information to be recalled based on phonetic codes.

The role of the conductor’s goal orientation and use of shared performance cues on collegiate instrumentalists’ motivational beliefs and performance in large musical ensembles

This study examined the effects of the conductor’s goal orientation (mastery vs. performance) and use of shared performance cues (basic vs. interpretive vs. expressive) on instrumentalists’ self-efficacy, collective efficacy, attributions, and performance. Eighty-one college instrumentalists from two musical ensembles participated in the study. It was hypothesized that instrumentalists who undergo a mastery goal-oriented rehearsal and experience a conductor’s use of expressive shared performance cues would report higher levels in all measures than those who undergo a performance goal-oriented rehearsal and are exposed to interpretive performance cues, which in turn surpass those who experience basic performance cues. Results indicated that participants in the mastery goal orientation condition reported higher levels of collective and self-efficacy beliefs and attributed the success or failure of the ensemble most frequently to the conductor’s use of rehearsal strategies (i.e., baton technique, verbal directions regarding the music). In addition, the conductor’s use of expressive shared performance cues had a significant impact on instrumentalists’ collective efficacy, self-efficacy, performance, and attributions. Findings of this study may provide some guidance on how conductors can create effective rehearsal environments.

Prestimulus brain activity predicts primacy in list learning

Brain activity immediately before an event can predict whether the event will later be remembered. This indicates that memory formation is influenced by anticipatory mechanisms engaged ahead of stimulus presentation. Here, we asked whether anticipatory processes affect the learning of short word lists, and whether such activity varies as a function of serial position. Participants memorized lists of intermixed visual and auditory words with either an elaborative or rote rehearsal strategy. At the end of each list, a distraction task was performed followed by free recall. Recall performance was better for words in initial list positions and following elaborative rehearsal. Electrical brain activity before auditory words predicted later recall in the elaborative rehearsal condition. Crucially, anticipatory activity only affected recall when words occurred in initial list positions. This indicates that anticipatory processes, possibly related to general semantic preparation, contribute to primacy effects.

Rehearsal talk: Familiarity and expertise in singer-pianist duos

The cognitive and social processes underlying musical and social collaboration were explored in a small-scale study of two professional and two student singer-pianist duos. Each of the eight participants rehearsed one song with his or her regular partner and a second song with a new partner of the same level of expertise; four participants rehearsed a third song with a new partner of the other level of expertise. Their talk during rehearsal was analysed to determine a) numbers and initiators of verbal exchanges, b) interactional style, c) musical dimensions, and d) rehearsal strategies. The professional duos rehearsed more efficiently, in that they talked less and sang/played more. Interactional style was overwhelmingly positive. Students were more likely than professionals to show solidarity and ask for orientation, while professionals were more likely to give and ask for opinions. Basic, interpretive and expressive musical features were found to be as salient in these single rehearsals as evidenced in earlier research investigating protracted rehearsal periods; the present study also identified a range of rehearsal strategies, although the most common was working from the beginning to the end of the song. In conclusion we make some brief suggestions for performers.

The Effect of Rehearsal Strategy on the Performance of Dyslexic Student's Working Memory

The purpose of this research was to comparing the working memory performance in dyslexic and non-dyslexic students and investigating the effect of rehearsal on working memory performance in dyslexic children. The method of this research was quasi-experimental. Statistical sample of research consisted of fifteen students who were dyslexic and fifteen normal students were considered as a control group. All of them were studying at third grade. Both two group responded to the Working Memory Test Battery for Children (WMTB-C) (Pickering & Gathercole, 2001).Rehearsal performed on dyslexic group. As a result, normal students performed significantly better than dyslexics on working memory test. The effect of rehearsal on working memory performance was not significant.

A comprehensive systematic review on lateral/horizontal violence in the profession of nursing.

Review Questions/Objective The overall aim of this comprehensive systematic review is to synthesise the best available evidence on the experience of lateral/horizontal violence in the profession of nursing and the effectiveness of programs/strategies meant to decrease its prevalence or mitigate its negative effects. Specifically, this review will seek to answer the following questions: •What is the experience of being a licensed nurse who is a victim of lateral/horizontal violence? •What is the experience of being a student nurse who is a victim of lateral/horizontal violence? •What is the impact of experiencing lateral/horizontal violence on job retention and job satisfaction? •What are the most effective interventions/strategies for decreasing the prevalence or mitigating the negative effects of lateral/horizontal violence on licensed nurses? Inclusion Criteria Types of Participants This review will consider studies with a focus on licensed nurses and student nurses. For purposes of this review ‘licensed nurse’ refers to a nurse who holds a license to practice nursing at any level. Due to the ambiguity of nomenclature, different titles for licensed nurse will be considered, including but not limited to registered nurse, practical nurse, vocational nurse.) Types of Interventions/Phenomena of Interest The qualitative component of this review will consider as phenomena of interest the actual experience of horizontal/lateral violence by licensed nurses and student nurses. The quantitative component of this review will examine interventions/strategies meant to decrease the prevalence or mitigate the effects of lateral/horizontal violence on licensed or student nurses. Some examples of programs or strategies reported in the literature are intense education programs, cognitive rehearsal strategies, zero tolerance policies and workshops. Context This review will consider research on the experience of lateral/horizontal violence in the profession of nursing and the efficacy/effectiveness of programs/strategies that are designed to decrease its prevalence or mitigate its negative effects in any setting where licensed or student nurses practise. Types of Outcomes The qualitative component of this review will include experiential accounts of being a nurse or student nurse who has experienced lateral/horizontal violence. The quantitative component of this review will consider studies that report outcomes such as but not limited to: •types and intensity/severity of effects of lateral/horizontal violence on licensed or student nurses •number of lateral/horizontal violence episodes/ prevalence of lateral/horizontal violence. •job satisfaction •job retention.

Cholinergic blockade under working memory demands encountered by increased rehearsal strategies: evidence from fMRI in healthy subjects

The connection between cholinergic transmission and cognitive performance has been established in behavioural studies. The specific contribution of the muscarinic receptor system on cognitive performance and brain activation, however, has not been evaluated satisfyingly. To investigate the specific contribution of the muscarinic transmission on neural correlates of working memory, we examined the effects of scopolamine, an antagonist of the muscarinic receptors, using functional magnetic resonance imaging (fMRI). Fifteen healthy male, non-smoking subjects performed a fMRI scanning session following the application of scopolamine (0.4 mg, i.v.) or saline in a placebo-controlled, repeated measure, pseudo-randomized, single-blind design. Working memory was probed using an n-back task. Compared to placebo, challenging the cholinergic transmission with scopolamine resulted in hypoactivations in parietal, occipital and cerebellar areas and hyperactivations in frontal and prefrontal areas. These alterations are interpreted as compensatory strategies used to account for downregulation due to muscarinic acetylcholine blockade in parietal and cerebral storage systems by increased activation in frontal and prefrontal areas related to working memory rehearsal. Our results further underline the importance of cholinergic transmission to working memory performance and determine the specific contribution of muscarinic transmission on cerebral activation associated with executive functioning.

Rehearsal Significantly Improves Immediate and Delayed Recall on the Rey Auditory Verbal Learning Test

A repeated observation during memory assessment with the Rey Auditory Verbal Learning Test (RAVLT) is that patients who spontaneously employ a memory rehearsal strategy by repeating the word list more than once achieve better scores than patients who only repeat the word list once. This observation led to concern about the ability of the standard test procedure of RAVLT and similar tests in eliciting the best possible recall scores. The purpose of the present study was to test the hypothesis that a rehearsal recall strategy of repeating the word list more than once would result in improved scores of recall on the RAVLT. We report on differences in outcome after standard administration and after experimental administration on Immediate and Delayed Recall measures from the RAVLT of 50 patients. The experimental administration resulted in significantly improved scores for all the variables employed. Additionally, it was found that patients who failed effort screening showed significantly poorer improvement on Delayed Recall compared with those who passed the effort screening. The general clear improvement both in raw scores and T-scores demonstrates that recall performance can be significantly influenced by the strategy of the patient or by small variations in instructions by the examiner.

Beyond “Line by Line”

A variety of excellent method books aim to help student musicians develop skills in music reading and instrumental technique, but sometimes the best approach is not simply to move ahead line by line through the book. Rather, teachers will find it beneficial to consider apposite strategies to be used before, during, and after rehearsing a line so that skills and knowledge are mastered, retained, and applied in performances of subsequent lines in the book as well as other repertoire. This article proposes a sequence of instruction to enable good sight-reading, facilitate fluent performance, and promote transfer of learning. The sequence involves five steps: (1) Prepare: through sound-before-sight instruction, students develop instrumental skills and aural readiness for the task at hand. (2) Present: the teacher introduces the notated musical symbol in a memorable, meaningful way. (3) Practice: an array of rehearsal strategies are used to develop accurate, confident performances. (4) Persist: through creative repetition, performance skills are solidified. (5) Proceed: by advancing to a related line in the book, students are challenged to transfer learned skills and concepts. The instructional sequencing and rehearsal strategies suggested in this article were influenced by Edwin Gordon and Madeline Hunter as well as by research in motor skills learning. The five-step model and presented strategies are also relevant to learning ensemble literature.

Strategies for Using Repetition as a Powerful Teaching Tool

Brain research indicates that repetition is of vital importance in the learning process. Repetition is an especially useful tool in the area of music education. The success of repetition can be enhanced by accurate and timely feedback. From “simple repetition” to “repetition with the addition or subtraction of degrees of freedom,” there are many forms of repetition that can be successfully adapted to music education. Descriptions of each form of repetition are provided, along with accompanying rehearsal strategies that can be implemented in the classroom. Music teachers can avoid the pitfalls of boredom and mindless repetition by constantly shifting teaching strategies and including new goals and framing techniques. Using these strategies wisely, music educators can provide meaningful, refreshed, and powerful teaching and learning opportunities for both themselves and their students.

Restoring primacy in amnesic free recall: Evidence for the recency theory of primacy

Primacy and recency effects at immediate recall are thought to reflect the independent functioning of a long-term memory store (primacy) and a short-term memory store (recency). Key evidence for this theory comes from amnesic patients who show severe long-term memory storage deficits, coupled with profoundly attenuated primacy. Here we challenge this dominant dual-store theory of immediate recall by demonstrating that attenuated primacy in amnesic patients can reflect abnormal working memory rehearsal processes. D.A., a patient with severe amnesia, presented with profoundly attenuated primacy when using her preferred atypical noncumulative rehearsal strategy. In contrast, despite her severe amnesia, she showed normal primacy when her rehearsal was matched with that of controls via an externalized cumulative rehearsal schedule. Our data are in keeping with the “recency theory of primacy” and suggest that primacy at immediate recall is dependent upon medial temporal lobe involvement in cumulative rehearsal rather than long-term memory storage.

The effect of time on word learning: An examination of decay of the memory trace and vocal rehearsal in children with and without specific language impairment

Purpose The purpose of this study was to measure the effect of time to response in a fast-mapping word learning task for children with specific language impairment (SLI) and children with typically developing language skills (TD). Manipulating time to response allows us to examine decay of the memory trace, the use of vocal rehearsal, and their effects on word learning. Method Participants included 40 school-age children: half with SLI and half with TD. The children were asked to expressively and receptively fast-map 24 novel labels for 24 novel animated dinosaurs. They were asked to demonstrate learning either immediately after presentation of the novel word or after a 10-second delay. Data were collected on the use of vocal rehearsal and for recognition and production accuracy. Results Although the SLI group was less accurate overall, there was no evidence of decay of the memory trace. Both groups used vocal rehearsal at comparable rates, which did not vary when learning was tested immediately or after a delay. Use of vocal rehearsal resulted in better accuracy on the recognition task, but only for the TD group. Conclusions A delay in time to response without interference was not an undue burden for either group. Despite the fact that children with SLI used a vocal rehearsal strategy as often as unimpaired peers, they did not benefit from the strategy in the same way as their peers. Possible explanations for these findings and clinical implications will be discussed. Learning outcomes: Readers will learn about how time to response affects word learning in children with specific language impairment and unimpaired peers. They will see how this issue fits into a framework of phonological working memory. They will also become acquainted with the effect of vocal rehearsal on word learning.

Stimulus-specific suppression preserves information in auditory short-term memory

Philosophers and scientists have puzzled for millennia over how perceptual information is stored in short-term memory. Some have suggested that early sensory representations are involved, but their precise role has remained unclear. The current study asks whether auditory cortex shows sustained frequency-specific activation while sounds are maintained in short-term memory using high-resolution functional MRI (fMRI). Investigating short-term memory representations within regions of human auditory cortex with fMRI has been difficult because of their small size and high anatomical variability between subjects. However, we overcame these constraints by using multivoxel pattern analysis. It clearly revealed frequency-specific activity during the encoding phase of a change detection task, and the degree of this frequency-specific activation was positively related to performance in the task. Although the sounds had to be maintained in memory, activity in auditory cortex was significantly suppressed. Strikingly, patterns of activity in this maintenance period correlated negatively with the patterns evoked by the same frequencies during encoding. Furthermore, individuals who used a rehearsal strategy to remember the sounds showed reduced frequency-specific suppression during the maintenance period. Although negative activations are often disregarded in fMRI research, our findings imply that decreases in blood oxygenation level-dependent response carry important stimulus-specific information and can be related to cognitive processes. We hypothesize that, during auditory change detection, frequency-specific suppression protects short-term memory representations from being overwritten by inhibiting the encoding of interfering sounds.

Role of serial order in the impact of talker variability on short-term memory: testing a perceptual organization-based account

In two experiments, we examined the impact of the degree of match between sequential auditory perceptual organization processes and the demands of a short-term memory task (memory for order vs. item information). When a spoken sequence of digits was presented so as to promote its perceptual partitioning into two distinct streams by conveying it in alternating female (F) and male (M) voices (FMFMFMFM)--thereby disturbing the perception of true temporal order--recall of item order was greatly impaired (as compared to recall of item identity). Moreover, an order error type consistent with the formation of voice-based streams was committed more quickly in the alternating-voice condition (Exp. 1). In contrast, when the perceptual organization of the sequence mapped well onto an optimal two-group serial rehearsal strategy--by presenting the two voices in discrete clusters (FFFFMMMM)--order, but not item, recall was enhanced (Exp. 2). The results are consistent with the view that the degree of compatibility between perceptual and deliberate sequencing processes is a key determinant of serial short-term memory performance. Alternative accounts of talker variability effects in short-term memory, based on the concept of a dedicated phonological short-term store and a capacity-limited focus of attention, are also reviewed.

Input, Retention, and Output Factors Affecting Adult Age Differences in Visuospatial Short-Term Memory

The sources of age differences in short-term memory for spatial locations were explored in 2 experiments that examined factors related to input, to maintenance, and to output. In each experiment, 4 dots were presented briefly, followed after a retention interval by a probe dot, which was judged to either match or not match one of the 4 memory-set dots. Results showed that poorer performance by older adults could be attributed independently to reduced visual acuity, to less effective use of rehearsal strategies, and to differences in response biases.

수학 자기효능감과 수학성취도의 관계에서 학습전략의 매개효과 - 잠재성장모형의 분석 -

The study examined whether the relation between mathematics self-efficacy and mathematics achievement was partially mediated by the learning strategies, using latent growth model analyses. It was also examined the auto-regressive, cross-lagged (ARCL) panel model for testing the stability and change in the relation of mathematics self-efficacy and learning strategy over time. The study analyzed the first-year to the third-year data of the Korean Educational Longitudinal Survey (KELS). The result of ARCL panel model analysis showed that earlier mathematics self-efficacy could predict later learning strategy use. There were linear trends in mathematics self-efficacy, learning strategy, and mathematics achievement. Specifically, mathematics achievement was increased over the three time points, whereas mathematics self-efficacy and learning strategies were significantly decreased. In the analyses of latent growth models, the mediating effects of learning strategies were overall supported. That is, both of initial status and change rate of rehearsal strategy partially mediated the relation of mathematics self-efficacy and mathematics achievement. However, in elaboration and meta-cognitive strategies, only the initial status of each variable showed the indirect relationship.

At the intersection of attention and memory: The mechanistic role of the posterior parietal lobe in working memory

Portions of the posterior parietal cortex (PPC) play a role in working memory (WM) yet the precise mechanistic function of this region remains poorly understood. The pure storage hypothesis proposes that this region functions as a short-lived modality-specific memory store. Alternatively, the internal attention hypothesis proposes that the PPC functions as an attention-based storage and refreshing mechanism deployable as an alternative to material-specific rehearsal. These models were tested in patients with bilateral PPC lesions. Our findings discount the pure storage hypothesis because variables indexing storage capacity and longevity were not disproportionately affected by PPC damage. Instead, our data support the internal attention account by showing that (a) normal participants tend to use a rehearsal-based WM maintenance strategy for recall tasks but not for recognition tasks; (b) patients with PPC lesions performed normally on WM tasks that relied on material-specific rehearsal strategies but poorly on WM tasks that relied on attention-based maintenance strategies and patient strategy usage could be shifted by task or instructions; (c) patients’ memory deficits extended into the long-term domain. These findings suggest that the PPC maintains or shifts internal attention among the representations of items in WM.

Rehearsal effects in adult word learning

The goal of this research was to examine the effects of phonological familiarity and rehearsal method (vocal vs. subvocal) on novel word learning. In Experiment 1, English-speaking adults learned phonologically familiar novel words that followed English phonological structure. Participants learned half the words via vocal rehearsal (saying the novel word out loud) and half the words via subvocal rehearsal (saying the novel word silently). Results revealed retrieval advantages for vocally rehearsed novel words. In Experiment 2, English-speaking adults learned phonologically unfamiliar novel words that diverged from English phonological structure. Unlike in Experiment 1, results revealed retrieval advantages for novel words that were rehearsed subvocally. Together, findings suggest that the effect of the rehearsal strategy depends on the phonological structure of novel words, and that the two rehearsal types rely on somewhat distinct cognitive processes.