Incentive and muscle tension influences upon ocular scanning behavior and incidental learning

1963 ◽  
Author(s):  
Richard Alan Steffy
Keyword(s):  
Incidental Learning ◽  
Muscle Tension ◽  
Scanning Behavior

Myoelectric Activity Differences in Three Learning Sessions

2002 ◽  
Vol 16 (2) ◽  
pp. 92-96
Author(s):  
Tiina Ritvanen ◽  
Reijo Koskelo ◽  
Osmo H„nninen
Keyword(s):  
High School Students ◽  
Muscle Activity ◽  
Muscle Tension ◽  
Emg Activity ◽  
Traditional Learning ◽  
Myoelectric Activity ◽  
School Students ◽  
Language Laboratory ◽  
Upper Trapezius ◽  
Muscle Groups

Abstract This study follows muscle activity in three different learning sessions (computer, language laboratory, and normal classroom) while students were studying foreign languages. Myoelectric activity was measured in 21 high school students (10 girls, 11 boys, age range 17-20 years) by surface electromyography (sEMG) from the upper trapezius and frontalis muscles during three 45-min sessions. Root mean square (RMS) average from both investigated muscles was calculated. The EMG activity was highest in both muscle groups in the computer-aided session and lowest in the language laboratory. The girls had higher EMG activity in both investigated muscle groups in all three learning situations. The measured blood pressure was highest at the beginning of the sessions, decreased within 10 min, but increased again toward the end of the sessions. Our results indicate that the use of a computer as a teaching-aid evokes more constant muscle activity than the traditional learning situations. Since muscle tension can have adverse health consequences, more research is needed to determine optimal classroom conditions, especially when technical aids are used in teaching.

Limitations to the Spacing Effect

2005 ◽  
Vol 52 (4) ◽  
pp. 257-263 ◽  
Author(s):  
Peter P. J. L. Verkoeijen ◽  
Remy M. J. P. Rikers ◽  
Henk G. Schmidt
Keyword(s):  
Free Recall ◽  
Phase Retrieval ◽  
Incidental Learning ◽  
Factor Model ◽  
Recall Performance ◽  
Spacing Effect ◽  
Word List ◽  
Intentional Learning ◽  
Study Phase ◽  
Learning Condition

Abstract. The spacing effect refers to the finding that memory for repeated items improves when the interrepetition interval increases. To explain the spacing effect in free-recall tasks, a two-factor model has been put forward that combines mechanisms of contextual variability and study-phase retrieval (e.g., Raaijmakers, 2003 ; Verkoeijen, Rikers, & Schmidt, 2004 ). An important, yet untested, implication of this model is that free recall of repetitions should follow an inverted u-shaped relationship with interrepetition spacing. To demonstrate the suggested relationship an experiment was conducted. Participants studied a word list, consisting of items repeated at different interrepetition intervals, either under incidental or under intentional learning instructions. Subsequently, participants received a free-recall test. The results revealed an inverted u-shaped relationship between free recall and interrepetition spacing in both the incidental-learning condition and the intentional-learning condition. Moreover, for intentionally learned repetitions, the maximum free-recall performance was located at a longer interrepetition interval than for incidentally learned repetitions. These findings are interpreted in terms of the two-factor model of spacing effects in free-recall tasks.

Muscle-Tension Induced Arousal and Memory

1999 ◽  
Author(s):  
Robert C. Radtke ◽  
Douglas Scott ◽  
Derrick Hassert
Keyword(s):  
Muscle Tension

The effect of secondary tasks on drivers' scanning behavior

2003 ◽  
Author(s):  
Xianjun Sam Zheng ◽  
George W. McConkie ◽  
Yu-chi Tai
Keyword(s):  
Secondary Tasks ◽  
Scanning Behavior

Category clustering in incidental learning.

1969 ◽  
Vol 79 (2, Pt.1) ◽  
pp. 380-382
Author(s):  
Fred Shima
Keyword(s):  
Incidental Learning

Is L2 vocabulary learned better via context or via translation?

2018 ◽  
Vol 2 (1) ◽  
pp. 39-60
Author(s):  
Michael John Alroe ◽  
Heyo Reinders ◽  
Punchalee Wasanasomsithi
Keyword(s):  
Incidental Learning ◽  
Intentional Learning ◽  
Time On Task ◽  
Translation Group ◽  
Gap Filling ◽  
Freshmen Students ◽  
Context Group ◽  
Comprehensible Input ◽  
Post Test ◽  
L2 Vocabulary

Various studies have shown intentional learning of L2 vocabulary to be more efficient than incidental learning from exposure to comprehensible input. Some have argued that such learning may be further enhanced by recourse to L1 translation, particularly for weaker learners. The present study aims to determine if intentional learning of new vocabulary through L1 does indeed confer an advantage over intentional learning from an L2 context. To this end, 403 Thai freshmen students were pre-tested on thirty vocabulary items set for study on their English course. They were then randomly allocated to either a translation or context group to learn those items. Time on task was controlled. A delayed post-test showed that while the translation group was better at matching the thirty English words with Thai translations, albeit marginally so, there was no benefit conferred on the translation group when it came to using the words in a contextual gap-filling exercise. This finding held for both advanced and weaker learners.

Sign in / Sign up

Export Citation Format

Share Document