Remember Information Research Articles

Éros el memorioso

La vinculación entre el amor y la memoria es parte de toda experiencia humana. Rescataré aquí elementos que la cultura helena y la filosofía platónica nos aportan para reflexionar sobre esta vivencia universal. Para ello rastrearé el nexo que la tradición griega establecía entre la memoria, en tanto acopio del acervo cultural y capacidad individual de preservar conocimientos, y el amor como la emoción que nos afecta en el estado enamoramiento pero que tenía también una proyección política y cósmica. Luego, exploraré la concepción platónica del amor como fuerza que constituye la existencia humana y cuya tarea de procreación en la belleza contribuye a la formación de la memoria colectiva e individual, y, a través de ella, de la identidad personal. Finalmente, referiré a la reminiscencia como recuperación del conocimiento del entramado de la realidad done el enamoramiento es un facilitador para la rememoración de la belleza pura y eterna.

The effects of cognitive load during an investigative interviewing task on mock interviewers’ recall of information

PurposeAlthough investigative interviewers receive training in interviewing techniques, they often fail to comply with recommended practices. Interviewers are required to actively listen, accurately remember information, think of questions to ask, make judgements, and seek clarification, whilst conducting interviews with witnesses, victims, or suspects. The current study examined the impact of increased cognitive load on mock interviewers’ recall of a witness’s account.MethodParticipants took the role of an investigative interviewer in one of three conditions, high cognitive load (HCL), moderate cognitive load (MCL), or no cognitive load (NCL). Participants watched a video‐recorded free narrative of a child witness during which they followed condition‐relevant task instructions. Each participant rated their perceived cognitive load during their task and then recalled (free and cued recall) the content of the witness’s account.ResultsParticipants in the HCL and MCL conditions perceived higher cognitive load and demonstrated poorer performance on the free recall task than those in the NCL condition. Participants in the HCL condition demonstrated poorer performance on the cued recall task compared to participants in the NCL condition.ConclusionsThe cognitive demands required to complete an investigative interview task led to an increased perceived cognitive load and had a negative impact on recall performance for mock interviewers. Accurately recalling what has been reported by a witness is vital during an investigation. Inaccurate recall can impact on interviewers’ questioning and their compliance with recommended interviewing practices. Developing and practising interview techniques may help interviewers to better cope with the high cognitive demands of investigative interviewing.

Differential effects of knowledge and aging on the encoding and retrieval of everyday activities

We deconstruct continuous streams of action into smaller, meaningful events. Research has shown that the ability to segment continuous activity into such events and remember their contents declines with age; however, knowledge improves with age. We investigated how young and older adults use knowledge to more efficiently encode and later remember information from everyday events by having participants view a series of self-paced slideshows depicting everyday activities. For some activities, older adults produce more normative scripts than do young adults (older adult activities) and for other activities, young adults produce more normative scripts than do older adults (young adult activities). Overall, participants viewed event boundaries longer than within events (i.e., the event boundary advantage) replicating prior research (e.g., Hard, Recchia, & Tversky, 2011). Importantly, older adults demonstrated the boundary advantage for the older adult activities but not the young adult activities, and they also had better recognition memory for the older adult activities than the young adult activities. We also found that the magnitude of a participant's boundary advantage was associated with better memory, but only for the less knowledgeable activities. Results indicate that older adults use their intact knowledge to better encode and remember everyday activities, but that knowledge and event segmentation may have independent influences on event memory.

Survival Processing in a Novel Choice Procedure

Abstract People remember information that has been processed for survival relevance particularly well, perhaps because our memory systems have been tuned by natural selection to retain information pertinent to inclusive fitness. In the standard procedure, people rate the relevance of single words or objects to an imagined survival scenario and then receive a surprise retention test for the rated items. Here we replicate the survival advantage in a novel choice procedure in which people are asked to choose which of two items would be most useful in a survival context or in a “moving” (Experiment 1) or “scavenger hunt” (Experiment 2) control context. Chosen items were remembered better than unchosen items, and the survival processing advantage did not interact with the choice effect. Experiment 2 replicates this pattern using the matched-scenario design first used by Nairne, Pandeirada, Gregory, and VanArsdall (2009). These experiments extend the generality of the survival advantage and provide diagnostic information about its underlying proximate mechanisms.

Patient Rounds With Video-Consulted Relatives: Qualitative Study on Possibilities and Barriers From the Perspective of Healthcare Providers.

BackgroundIn cancer settings, relatives are often seen as a resource as they are able to support the patient and remember information during hospitalization. However, geographic distance to hospitals, work, and family obligations are reasons that may cause difficulties for relatives’ physical participation during hospitalization. This provided inspiration to uncover the possibility of telehealth care in connection with enabling participation by relatives during patient rounds. Telehealth is used advantageously in health care systems but is also at risk of failing during the implementation process because of, for instance, health care professionals’ resistance to change. Research on the implications for health care professionals in involving relatives’ participation through virtual presence during patient rounds is limited.ObjectiveThis study aimed to investigate health care professionals’ experiences in using and implementing technology to involve relatives during video-consulted patient rounds.MethodsThe design was a qualitative approach. Methods used were focus group interviews, short open interviews, and field observations of health care professionals working at a cancer department. The text material was analyzed using interpretative phenomenological analysis.ResultsField observational studies were conducted for 15 days, yielding 75 hours of observation. A total of 14 sessions of video-consulted patient rounds were observed and 15 pages of field notes written, along with 8 short open interviews with physicians, nurses, and staff from management. Moreover, 2 focus group interviews with 9 health care professionals were conducted.Health care professionals experienced the use of technology as a way to facilitate involvement of the patient’s relatives, without them being physically present. Moreover, it raised questions about whether this way of conducting patient rounds could address the needs of both the patients and the relatives. Time, culture, and change of work routines were found to be the major barriers when implementing new technology involving relatives.ConclusionsThis study identified a double change by introducing both new technology and virtual participation by relatives at the same time. The change had consequences on health care professionals’ work routines with regard to work load, culture, and organization because of the complexity in health care systems.

Media depictions and the priming of mental illness stigma.

Research has consistently noted that news reports on mental illness are biased toward describing violent incidents, and there is evidence that the media is a significant source contributing to the public’s knowledge about mental illness (Jorm, 2000). However, it is unclear whether and how the media’s bias toward reporting violent incidents impacts one’s assumptions about the association between mental illness and violence. Based on pragmatic inference, we hypothesized that people remember information that is not explicitly stated but plausibly implied from articles (Brewer, 1977). Thus, the mention of mental illness in articles describing violent incidents would lead people to infer a causal link between the two. In an online study (n = 172), participants were randomly assigned to identical descriptions of a violent incident, manipulating whether mental illness was mentioned, and memory of presented information was measured. We also examined the potential moderating impact of cognitive styles and preexisting attitudes and beliefs. Results strongly supported that priming people about mental illness leads them to believe that mental illness was related to a violent incident, and that pragmatic inference underlies laypeople’s processing of news reports. There was no evidence for moderating effects of individual difference variables in this process.

Gender Stereotypes.

There are many differences between men and women. To some extent, these are captured in the stereotypical images of these groups. Stereotypes about the way men and women think and behave are widely shared, suggesting a kernel of truth. However, stereotypical expectations not only reflect existing differences, but also impact the way men and women define themselves and are treated by others. This article reviews evidence on the nature and content of gender stereotypes and considers how these relate to gender differences in important life outcomes. Empirical studies show that gender stereotypes affect the way people attend to, interpret, and remember information about themselves and others. Considering the cognitive and motivational functions of gender stereotypes helps us understand their impact on implicit beliefs and communications about men and women. Knowledge of the literature on this subject can benefit the fair judgment of individuals in situations where gender stereotypes are likely to play a role.

Filling in memory gaps through emotional communication; promising pathways in caring for persons with dementia

ObjectiveTo explore in what way emotional communication can enhance the memory of people with (different types of) dementia. MethodsRelevant studies published after 2000 were searched using the terms: dementia, positive, words, communication, recall, and memory. Papers were included that reported results of studies with people with dementia that investigated memory effects of communication with either an emotionally valent content or context. ResultsTwelve papers grouped under four prevailing themes (pictures, facial emotions, stories and words) are described. The studies provide mixed results: in some studies negative emotional information enhances memory in older people with dementia, in other studies positive emotional information is helpful or hardly any effect is found. ConclusionEmotional communication seems to enhance memory in people with dementia. None of the studies described focused on the association between personally relevant, emotionally valent information and memory, so further research is needed. Practice implicationsCaregivers in dementia care should realize that 1) the information they provide might carry an emotional valence, and 2) this valence might influence the extent to which people with dementia remember information.

Test expectancy and memory for important information.

Prior research suggests that learners study and remember information differently depending upon the type of test they expect to later receive. The current experiments investigate how testing expectations impact the study of and memory for valuable information. Participants studied lists of words ranging in value from 1 to 10 points with the goal being to maximize their score on a later memory test. Half of the participants were told to expect a recognition test after each list, whereas the other half were told to expect a recall test. After several lists of receiving tests congruent with expectations, participants studying for a recognition test instead received an unexpected recall test. In Experiment 1, participants who had studied for a recognition test recalled less of the valuable information than participants anticipating the recall format. These participants continued to attend less to item value on future (expected) recall tests than participants who had only ever experienced recall testing. When the recognition tests were made more demanding in Experiment 2, value-based recall improved relative to Experiment 1: though memory for the valuable information remained superior when participants studied with the expectation of having to recall the information, there were no longer significant differences after accounting for recall testing experience. Thus, recall-based testing encouraged strategic, value-based encoding and enhanced retrieval of important information, whereas recognition testing in some cases limited value-based study and memory. These results extend prior work concerning the impact of testing expectations on memory, offering further insight into how people study important information. (PsycINFO Database Record

Cognitive Styles Differentiate Crossmodal Correspondences Between Pitch Glide and VisualApparent Motion.

Crossmodal correspondences are the automatic associations that most people have between different basic sensory stimulus attributes, dimensions, or features. For instance, people often show a systematic tendency to associate moving objects with changing pitches. Cognitive styles are defined as an individual's consistent approach to think, perceive, and remember information, and they reflect qualitative rather than quantitative differences between individuals in their thinking processes. Here we asked whether cognitive styles played a role in modulating the crossmodal interaction. We used the visual Ternus display in our study, since it elicits two distinct apparent motion percepts: element motion (with a shorter interval between the two Ternus frames) and group motion (with a longer interval between the two frames). We examined the audiovisual correspondences between the visual Ternus movement directions (upward or downward) and the changes of pitches of concurrent glides (ascending frequency or descending frequency). Moreover, we measured the cognitive styles (with the Embedded Figure Test) for each participant. The results showed that congruent correspondence between pitch-ascending (decreasing) glides and moving upward (downward) visual directions led to a more dominant percept of 'element motion', and such an effect was typically observed in the field-independent group. Importantly, field-independent participants demonstrated a high efficiency for identifying the properties of audiovisual events and applying the crossmodal correspondence in crossmodal interaction. The results suggest cognitive styles could differentiate crossmodal correspondences in crossmodal interaction.

Assessment of Gender Difference on Learning Styles Preferences among Regular Undergraduate Students of Mekelle University Collage of Health Science

Introduction: Learning styles are the characteristics, strengths and preferences in the way people receive and process information. An individual’s learning style specifies their way of processing, internalization and memorizing new information. These styles help students learn more easily, remember information longer, think more positively about school and learning subjects, achieve academic goals quickly, and utilize information effectively. If students find a mismatch between their own learning styles and the lecturer’s teaching style, they are likely to reject the learning environment, lose interest in class, leading to poor performance in tests and examinations, failing their courses, and ultimately dropping out. Objectives: Assessment of gender difference on learning style preference among Regular undergraduate Students of Mekelle University, College of Health science Methods: A comparative cross section study design was employed with quantitative approach obtained by the use of Visual, Aural, Read/write and Kinesthetic (VARK) self-answered questionnaire at Mekelle University, College of Health Science which was collected between April10-30,2016 with a sample size of 415.Data was reported as percentage of students in each category of learning style preference while comparison of learning style preference based on gender was done using X2 analysis to determine if significant gender differences exist for each group, p-value less than 0.05 was considered as significantly associated. Result: This study showed that of the total 415 students 305(73.5%) of the students were unimodal of which 187(71.6%) were males and 118(76.6%) were female students. Among these 67(27.7%) of the male and 38(24.7%) of the female students dominantly preferred visual while also finding there was no significant association between gender and learning style preference (P=0.373). Conclusion and recommendation: Tough there were preference differences among male and female students, significant associations between gender and learning style preferences were not found to be evident therefore instructors must integrate the use of materials that aid in enhancing Visual understandings.

Increasing Movement to Promote Health and Learning in Early Childhood

Public support is increasing for the investment in pre-kindergarten (pre-K) education for 3and 4-year-olds. 1 If physical activity is going to be an integral part of pre-K education, changes are needed in the training of early childhood educators and in the physical environments of pre-K programs. When teachers are trained and motivated to move with children throughout the school day and have the spaces to do so, both children and teachers can benefit. Frequent movement is developmentally appropriate for preschool children, promotes health and learning, and can also improve the physical and mental health of teachers. The main goal of pre-K and other early childhood education programs, such as Head Start, is to prepare children for elementary school. Efforts to increase young children’s physical activity are more likely to be implemented and sustained if they align with that goal. Therefore, movement needs to be promoted on the basis of its benefits for learning, not just for health. Movement can improve academic performance by developing cognitive functions, such as the ability to sustain and shift attention, remember information, and inhibit impulses. 2,3

Age-Related Similarities in Contextual Cueing in the Presence of Unpredictive Distracters

ABSTRACTContextual cueing effects of 6–8-year-old children, 10–12-year-old-children, and college students were compared under conditions in which some of the distracters in the search displays predicted the location of the target and other distracters did not. More specifically, the percent of distracters that predicted the location of the target varied across three conditions (100%, 67%, and 33%). Previous research had indicated that children are impacted more than adults when the percent of predictive distracters is relatively low. However, that research included new displays as well as repeated displays as participants were implicitly learning the association between the predictive distracters and the target. This re-evaluation did not introduce new display until a separate test phase. Results suggested that all three age groups demonstrated significant and comparable contextual cueing effects across all three signal-to-noise ratio conditions. Hence, children appear to possess the general ability to extract and remember information associated with spatial regularities in the presence of considerable spatial noise. In addition, contextual cueing effects were linked to improvements in search efficiency for all groups in this study, providing another degree of similarity across variations in age.

Adaptive Content Biases in Learning about Animals across the Life Course

Prior work has demonstrated that young children in the US and the Ecuadorian Amazon preferentially remember information about the dangerousness of an animal over both its name and its diet. Here we explore if this bias is present among older children and adults in Fiji through the use of an experimental learning task. We find that a content bias favoring the preferential retention of danger and toxicity information continues to operate in older children, but that the magnitude of the bias diminishes with age and is absent in adults. We also find evidence that fitness costs likely impact the types of mistakes that participants make in their attributions of dangerousness and poisonousness. These results suggest that natural selection has shaped the way in which we learn and make inferences about unfamiliar animal species over ontogeny, and that future research is needed on how content biases may vary across the life course.

Learning by doodling

Do your reams of written lecture notes ever really sink in? Louise Mayor investigates how visual methods can help you process and remember information.

ASSOCIATION OF APATHY WITH FRONTAL LOBE DYSFUNCTION IN AMNESTIC MILD COGNITIVE IMPAIRMENT AND ALZHEIMER'S DISEASE

ObjectiveThe primary aim of this study is to examine an association between apathy and frontal lobe dysfunction in patients with memory problems. We also aimed to look into the association...

An international collaboration to promote inquiry‐based learning in undergraduate engineering classrooms

PurposeThe purpose of this paper is to describe specific techniques of “inquiry‐based learning” employed by three instructors in Engineering schools, one in Europe and two in the USA.Design/methodology/approachTheorists such as Bransford et al. argue that twenty‐first century educators need to teach students to do more than simply remember and repeat information. Engineering educators Prince and Felder critique traditional methods of teaching in which instructors focus on mathematics and theory, but fail to convey practical applications of that knowledge. They advocate moving students to a higher level of learning – past the stage of memorizing and reciting data – to more sophisticated methods of analysis, synthesis, and application of knowledge. To enact such transformations, Prince and Felder recommend “inductive teaching methods,” including “inquiry‐based learning,” in which students learn through engaging with challenges and a series of questions. The paper provides examples of inquiry‐based learning activities from each of the authors. The paper then discusses the cross‐pollination of ideas and describes how the authors have shared inquiry‐based teaching strategies and collaborated to develop new and relevant assignments and approaches to teaching.FindingsThe willingness of learners to discuss a range of pedagogical topics, from specific practices to shared experiences and readings, led to an exchange of ideas, and also to deeper reflections on current practices. The cross‐pollination of assignments and techniques resulted in well‐structured, stimulating, and relevant research projects that engage engineering students from Texas to Portugal, and from communication to technical classes.Research limitations/implicationsThe use of inquiry‐based learning activities and the sharing of resources across continents aimed at improving learning and teaching requires expanding upon and further development.Originality/valueThe paper demonstrates the use of cross‐pollination of ideas, development of assignments and improved approaches to teaching.

Recognition bias and the physical attractiveness stereotype

Previous studies have found a recognition bias for information consistent with the physical attractiveness stereotype (PAS), in which participants believe that they remember that attractive individuals have positive qualities and that unattractive individuals have negative qualities, regardless of what information actually occurred. The purpose of this research was to examine whether recognition bias for PAS congruent information is replicable and invariant across a variety of conditions (i.e. generalizable). The effects of nine different moderator variables were examined in two experiments. With a few exceptions, the effect of PAS congruence on recognition bias was independent of the moderator variables. The results suggest that the tendency to believe that one remembers information consistent with the physical attractiveness stereotype is a robust phenomenon.

Turning to learn: Screen orientation and reasoning with small devices

While the prevalence and use of mobile devices to gather important information is increasing rapidly, a critical question is whether information gathering and reasoning with these devices produces acceptable levels of performance, especially relative to more traditional desktop environments? Across two studies, participants were evaluated on their ability to not only remember information conveyed on small devices, but also reason with said information in complex ways. Results indicated that, when compared to a full-size display, there is a reasoning deficit when using a small device. However, changing the small device to landscape orientation effectively eliminated this performance decrement. Further, this orientation manipulation appears to most support individuals who are lower in working memory capacity, as these individuals have been shown previously to struggle with learning from scrolling interfaces. This suggests that consideration of learner differences, through adaptive design, can promote optimal use of small technologies.

Put Your Best Figure Forward: Line Graphs and Scattergrams

There is an old saying that “a picture is worth a thousand words.” In truth, only a well-prepared, self-explanatory picture is worth a thousand words. The same holds true for research studies, for which 1 of the main methods we use to communicate our message is in figures and graphs. Figures and graphs tell much of the story by giving readers a visual anchor to help them see, understand, and remember information. Think about a report that you recently read and found useful. You likely do not remember the text used to state the results, or even the actual numbers, but you can recall much about the trends, relationships, outcomes, categories, or general experimental parameters shown in a graph. Despite the fact that you no longer have much recollection of the text, you can draw a reasonable representation of a graph from the published report and tell what you remember from it. In this educational article I discuss line graphs and scattergrams and use examples to illustrate how to put your best figure forward so readers will remember you and your message. The components of a graph include axes, labels, scales, an origin, tick or reference marks, symbols, and a legend. Beyond these basics, however, a good graph has several attributes: 1. It draws attention to the data and not the graph itself. 2. The data points (symbols) and connecting lines are easy to read and distinguish. 3. Both the numbers and labels for the axes are readable and their meaning is clear. 4. The lengths of the 2 axes are visually balanced (ratio of x axis to y axis = 1.0 to 1.3). 5. The scales used on each axis match the range of the data. 6. Tick marks are used appropriately. 7. The legend is clear and concise. 8. The reader can understand the message without …