scholarly journals Reductions in Retrieval Competition Predict the Benefit of Repeated Testing

2018 ◽  
Author(s):  
Nicole S. Rafidi ◽  
Justin C. Hulbert ◽  
Paula Pacheco ◽  
Kenneth A. Norman
Keyword(s):  
Retrieval Practice ◽  
Long Term Memory ◽  
Memory Retention ◽  
Repeated Testing ◽  
Semantic Categories ◽  
The Third ◽  
Eeg Data ◽  
Vocabulary Word ◽  
Subsequent Recall

AbstractRepeated testing leads to improved long-term memory retention compared to repeated study, but the mechanism underlying this improvement remains controversial. In this work, we test the hypothesis that retrieval practice benefits subsequent recall by reducing competition from related memories. This hypothesis implies that the degree of reduction in competition between retrieval practice attempts should predict subsequent memory for practiced items. To test this prediction, we collected electroencephalography (EEG) data across two sessions. In the first session, participants practiced selectively retrieving exemplars from superordinate semantic categories (high competition), as well as retrieving the names of the superordinate categories from exemplars (low competition). In the second session, participants repeatedly studied and were tested on Swahili-English vocabulary. One week after session two, participants were again tested on the vocabulary. We trained a within-subject classifier on the data from session one to distinguish high and low competition states.We then used this classifier to measure competition across multiple retrieval practice attempts in the second session. The degree to which competition decreased for a given vocabulary word predicted whether that item was subsequently remembered in the third session. These results are consistent with the hypothesis that repeated testing improves retention by reducing competition.

scholarly journals Is Retrieval Practice Always Superior to Restudy?

2021 ◽  
Author(s):  
Stefania Rene Ashby ◽  
Dagmar Zeithamova
Keyword(s):  
Retrieval Practice ◽  
Repeated Reading ◽  
Memory Retention ◽  
Repeated Testing ◽  
Delayed Recall ◽  
Immediate Memory ◽  
Multiple Tests ◽  
Single Study ◽  
Text Passage

A classic study by Roediger and Karpicke (2006a) investigated the relative benefits of restudy versus retrieval practice, or “test”, on memory retention. Repeated studying was superior to repeated testing when memory was tested immediately (all study > multiple study/single test > single study/multiple tests). Strikingly, the pattern reversed when memory was tested after a days-long delay, with best performance in a single study/multiple tests condition. As each study period was minutes-long and contained repeated reading of a to-be-remembered text passage, we were interested whether the striking benefit for repeated testing at the expense of any restudy replicates when study opportunities are brief, akin to a single mention of a fact in a lecture. Participants encountered academically relevant facts a total of three times, each time either studied (S) or self-tested (T). Final test followed immediately or after a delay (Experiment 1: two days, Experiment 2: seven days). Partially replicating prior work, immediate memory benefited from repeated study (SSS > SST > STT), but the pattern did not reverse after a delay. Instead, memory was superior for facts the were restudied in addition to self-tested (SST > STT = SSS). We further investigated whether restudy after a test (STS) provides additional benefits compared to restudy before test (SST), but found comparably high delayed recall in both conditions. The results show that under some circumstances, balancing repetition and testing can allow for more information to be learned and retained long-term.

Retrieval practice promotes long-term retention irrespective of the placement

2020 ◽  
Author(s):  
alice latimier ◽  
Arnaud Rierget ◽  
Son Thierry Ly ◽  
Franck Ramus
Keyword(s):  
Retention Interval ◽  
Retrieval Practice ◽  
Memory Retention ◽  
Term Retention ◽  
Long Term Retention

The current study aimed at comparing the effect of three placements of the re-exposure episodes on memory retention (interpolated-small, interpolated-medium, postponed), depending on whether retrieval practice or re-reading was used, and on retention interval (one week vs one month).

scholarly journals Pedagogical Strategies for the Enhancement of Medical Education

2021 ◽  
Author(s):  
Mohammad B. Azzam ◽  
Ronald A. Easteal
Keyword(s):  
Medical Education ◽  
Cognitive Science ◽  
Retrieval Practice ◽  
Memory Storage ◽  
Long Term Memory ◽  
Memory And Learning ◽  
Pedagogical Strategies ◽  
Term Memory ◽  
Sleep Consolidation

AbstractClearly, memory and learning are essential to medical education. To make memory and learning more robust and long-term, educators should turn to the advances in neuroscience and cognitive science to direct their efforts. This paper describes the memory pathways and stages with emphasis leading to long-term memory storage. Particular stress is placed on this storage as a construct known as schema. Leading from this background, several pedagogical strategies are described: cognitive load, dual encoding, spiral syllabus, bridging and chunking, sleep consolidation, and retrieval practice.

Effects of combining retrieval practice and tDCS over long-term memory: A randomized controlled trial

2021 ◽  
pp. 105807
Author(s):  
Beatriz Araújo Cavendish ◽  
Marcos Felipe Rodrigues de Lima ◽  
Lara Perícoli ◽  
Luciano Grüdtner Buratto
Keyword(s):  
Randomized Controlled Trial ◽  
Retrieval Practice ◽  
Controlled Trial ◽  
Long Term Memory ◽  
Term Memory ◽  
Randomized Controlled

scholarly journals Verbal long-term memory is enhanced by retrieval practice but impaired by prefrontal direct current stimulation

2018 ◽  
Vol 128 ◽  
pp. 80-88 ◽  
Author(s):  
Tad T. Brunyé ◽  
Amy M. Smith ◽  
Carlene B. Horner ◽  
Ayanna K. Thomas
Keyword(s):  
Direct Current ◽  
Retrieval Practice ◽  
Long Term Memory ◽  
Term Memory ◽  
Direct Current Stimulation

The effects of continuous versus partial reinforcement schedules on associative learning, memory and extinction in Lymnaea stagnalis

2002 ◽  
Vol 205 (8) ◽  
pp. 1171-1178 ◽  
Author(s):  
Susan Sangha ◽  
Chloe McComb ◽  
Andi Scheibenstock ◽  
Christine Johannes ◽  
Ken Lukowiak
Keyword(s):  
Associative Learning ◽  
Operant Conditioning ◽  
Lymnaea Stagnalis ◽  
Partial Reinforcement ◽  
Long Term Memory ◽  
Memory Retention ◽  
Reinforcement Schedules ◽  
Conditioning Procedure ◽  
Term Memory

SUMMARY A continuous schedule of reinforcement (CR) in an operant conditioning procedure results in the acquisition of associative learning and the formation of long-term memory. A 50 % partial reinforcement (PR) schedule does not result in learning. The sequence of PR—CR training has different and significant effects on memory retention and resistance to extinction. A CR/PR schedule results in a longer-lasting memory than a PR/CR schedule. Moreover,the memory produced by the CR/PR schedule is resistant to extinction training. In contrast, extinction occurs following the PR/CR schedule.

scholarly journals Word learning, phonological short-term memory, phonotactic probability and long-term memory: towards an integrated framework

2009 ◽  
Vol 364 (1536) ◽  
pp. 3755-3771 ◽  
Author(s):  
Prahlad Gupta ◽  
Jamie Tisdale
Keyword(s):  
Computational Model ◽  
Word Learning ◽  
Short Term Memory ◽  
Long Term Memory ◽  
Short Term ◽  
Phonotactic Probability ◽  
Term Memory ◽  
The Third ◽  
The Relationship

Word learning is studied in a multitude of ways, and it is often not clear what the relationship is between different phenomena. In this article, we begin by outlining a very simple functional framework that despite its simplicity can serve as a useful organizing scheme for thinking about various types of studies of word learning. We then review a number of themes that in recent years have emerged as important topics in the study of word learning, and relate them to the functional framework, noting nevertheless that these topics have tended to be somewhat separate areas of study. In the third part of the article, we describe a recent computational model and discuss how it offers a framework that can integrate and relate these various topics in word learning to each other. We conclude that issues that have typically been studied as separate topics can perhaps more fruitfully be thought of as closely integrated, with the present framework offering several suggestions about the nature of such integration.

scholarly journals Higher iridescent-to-pigment optical effect in flowers facilitates learning, memory and generalization in foraging bumblebees

2017 ◽  
Vol 284 (1865) ◽  
pp. 20171097 ◽  
Author(s):  
Géraud de Premorel ◽  
Martin Giurfa ◽  
Christine Andraud ◽  
Doris Gomez
Keyword(s):  
Bombus Terrestris ◽  
Optical Measurements ◽  
Long Term Memory ◽  
Memory Retention ◽  
Optical Effect ◽  
Plant Communication ◽  
Bona Fide ◽  
Angle Of View ◽  
Artificial Flowers

Iridescence—change of colour with changes in the angle of view or of illumination—is widespread in the living world, but its functions remain poorly understood. The presence of iridescence has been suggested in flowers where diffraction gratings generate iridescent colours. Such colours have been suggested to serve plant–pollinator communication. Here we tested whether a higher iridescence relative to corolla pigmentation would facilitate discrimination, learning and retention of iridescent visual targets. We conditioned bumblebees ( Bombus terrestris ) to discriminate iridescent from non-iridescent artificial flowers and we varied iridescence detectability by varying target iridescent relative to pigment optical effect. We show that bees rewarded on targets with higher iridescent relative to pigment effect required fewer choices to complete learning, showed faster generalization to novel targets exhibiting the same iridescence-to-pigment level and had better long-term memory retention. Along with optical measurements, behavioural results thus demonstrate that bees can learn iridescence-related cues as bona fide signals for flower reward. They also suggest that floral advertising may be shaped by competition between iridescence and corolla pigmentation, a fact that has important evolutionary implications for pollinators. Optical measurements narrow down the type of cues that bees may have used for learning. Beyond pollinator–plant communication, our experiments help understanding how receivers influence the evolution of iridescence signals generated by gratings.

Separate chemical inhibitors of long-term and short-term memory: contrasting effects of cycloheximide, ouabain and ethacrynic acid on various learning tasks in chickens

1977 ◽  
Vol 196 (1123) ◽  
pp. 171-195 ◽  
Keyword(s):  
Visual Discrimination ◽  
Short Term Memory ◽  
Ethacrynic Acid ◽  
Fixed Number ◽  
Long Term Memory ◽  
Training Procedure ◽  
Memory Retention ◽  
Short Term ◽  
Term Memory

Cycloheximide injected into the brains of chickens 10 min before training does not effect their learning of a visual discrimination task, or memory of that task for at least 1 h after training. When tested 24 h later no memory of the training procedure is detectable. In contrast, ouabain injected 10 min before training prevents the expression of learning during training. The block lasts for up to 1 h, but from that time on memory begins to appear. Ouabain does not affect performance when injected just before testing for memory retention 24 h after training. It therefore affects neither the readout of long-term memory nor motivation nor perceptual abilities necessary for performance of the learning task. In birds treated with ouabain, after training on an operant task for heat reward by a procedure requiring a fixed number of reinforcements, memory is absent 20 min later but is well established at 24 h. Cycloheximide blocks long-term memory of this task. Like ouabain, ethacrynic acid, injected into the brain of chickens 10 min before training prevents the expression of learning of visual discrimination. Ethacrynic acid hastens the decline of memory after one-trial passive avoidance learning. It also blocks observational learning. We conclude that ouabain and ethacrynic acid block access to short-term memory, whereas cycloheximide interferes with the registration of long-term memory. Comparing the pharmacology of ethacrynic acid and ouabain their common known actions are on the Na/K fluxes across cell membranes. We suggest that long lasting changes in distribution of these ions in recently active nerve cells may be at the basis of access to memory during and shortly after learning.

scholarly journals Enhancement of long-term memory retention and short-term synaptic plasticity in cbl-b null mice

2006 ◽  
Vol 103 (13) ◽  
pp. 5125-5130 ◽  
Author(s):  
D. P. Tan ◽  
Q.-Y. Liu ◽  
N. Koshiya ◽  
H. Gu ◽  
D. Alkon
Keyword(s):  
Synaptic Plasticity ◽  
Long Term Memory ◽  
Memory Retention ◽  
Short Term ◽  
Term Memory
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