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Application of errorless learning in adult acquired brain injury rehabilitation
Published in Catherine Haslam, Roy P.C. Kessels, Errorless Learning in Neuropsychological Rehabilitation, 2018
Another issue for the EBL vs EL learning debate is whether the people who benefit most from the different methods are different people – EL may be most beneficial for those with relatively pure but very severe memory impairment (such as the amnesic group in Baddeley and Wilson’s original study), whereas EBL may be especially helpful for those who make errors during tasks because of attention/executive deficits rather than memory deficits. There are also questions about the nature of the benefit of the standard form of EL learning, which only seems to be apparent in situations where recall is cued in some way, increasing the likelihood of drawing on implicit memory. There are no examples in which learning has been tested via free recall, with a long follow-up, in a group of amnesic participants. It has also been shown in some studies that simple EL methods may result in greater forgetting over time. So, whilst EL learning may be useful immediately after training, the acquired knowledge may not be as robust as knowledge acquired via techniques that involve retrieval practice (Middleton & Schwartz, 2012).
A review of school-based studies on the effect of acute physical activity on cognitive function in children and young people
Published in Romain Meeusen, Sabine Schaefer, Phillip Tomporowski, Richard Bailey, Physical Activity and Educational Achievement, 2017
Andy Daly-Smith, Jim McKenna, Greta Defeyter, Andrew Manley
While working memory is important, the role of long-term memory in storing information is equally important. This schematic knowledge is extensively used during language comprehension, for example, when a pupil attempts to follow instructions provided by physical education (PE) teachers. Although there are some similarities between episodic and semantic memory, it is generally accepted that they form separate memory systems, giving rise to speculation about specific physical activity effects. Recognition and recall are commonly used to assess episodic memory. Recognition memory is often tested by presenting a list of words or pictures and then later presenting the same stimuli alongside distractor items and simply asking participants if they have seen the item before. Typically, pictures are remembered better than words – the so-called ‘picture superiority effect’ (Defeyter, Russo, & McPartlin, 2009). There are three forms of recall memory test: serial recall, free recall and cued recall. Better understanding of the nuances of working and long-term memory and how physical activity plays a role in affecting these processes will be important for teachers preparing pupils for assessment and exams.
MRCPsych Paper A1 Mock Examination 4: Answers
Published in Melvyn WB Zhang, Cyrus SH Ho, Roger Ho, Ian H Treasaden, Basant K Puri, Get Through, 2016
Melvyn WB Zhang, Cyrus SH Ho, Roger CM Ho, Ian H Treasaden, Basant K Puri
Option (c) and (d) are recall techniques used to measure memory. In free recall, participants have to actively search their memory stores to retrieve information. An example would be examinations in the form of essays. There are little retrieval cues available, unlike recognition. Memory-span procedure is similar to serial recall. Participants are given a list of digits or letters and asked to immediately repeat the same digit span in the same order that was presented to them. This technique is called digit span, which is one of the subtests in the Wechsler Adult Intelligence Scale.
A novel Home Exercise Assessment Tool (HEAT) to assess recall and performance: A reliability study
Published in Physiotherapy Theory and Practice, 2023
Joshua Halfpap, Christopher Allen, Daniel I. Rhon
This study took place in a busy primary care clinic where exercise instruction is often delivered on a paper pamphlet only without any assessment of exercise performance void of any external cueing to ensure the patient can independently recall and perform the exercise appropriately. Thus, a critical element of the derivation of the HEAT was an assessment tool free of external cueing and the ability to measure free recall after instruction. This measures the patient’s ability to recall and perform an exercise without external feedback. Free recall, as compared to cued recall, is the retrieval of information without the use of external cues and more applicable to patients performing exercise after initial instruction (Colman, 2015). This is relevant because when performing unsupervised exercises, there will be no one around to cue the patient if they are performing the exercise as intended. Until performance of independent exercise quality can be confirmed, as in the methods we have proposed, gaps for determining effective recommendations for home exercise programs persist.
Responsible Remembering and Forgetting in Younger and Older Adults
Published in Experimental Aging Research, 2022
Dillon H. Murphy, Alan D. Castel
To further elucidate responsible forgetting behavior in younger and older adults, future work could examine memory without asking participants to judge the importance of each item to see how importance drives memory without being explicitly evaluated. Additionally, there may be some difficulty interpreting recognition performance following a free recall test (i.e., repeatedly testing memory could inflate recognition of the previously recalled words from the free recall test without affecting new items) and future research could benefit from examining recall and recognition separately. Furthermore, additional work could solicit importance ratings after retrieval (see Murphy & Castel, 2021a, Experiment 3) to determine whether younger or older adults demonstrate a forgetting bias, where they devalue information that has been forgotten (Castel, Rhodes, McCabe, Soderstrom, & Loaiza, 2012b; Rhodes, Witherby, Castel, & Murayama, 2017; Witherby, Tauber, Rhodes, & Castel, 2019). Older adults may believe that they are more likely to remember important information and forget less important information and subsequently demonstrate a larger forgetting bias relative to younger adults.
Optimising word learning in post-secondary students with Developmental Language Disorder: The roles of retrieval difficulty and retrieval success during training
Published in International Journal of Speech-Language Pathology, 2021
Katherine R. Gordon, Karla K. McGregor, Timothy Arbisi-Kelm
During the second session, each participant completed three types of training, one for each word set: passive study, learning via free recall testing, and learning via cued recall testing. All participants completed four training blocks for each word set, which were completed before moving on to the next word set. Order of training type and word set assigned to training type were counterbalanced across participants. During the first training block, they were shown each photograph one at a time and heard its name. For the learning via free recall condition, during the second, third, and fourth training blocks they were shown each photograph and were asked to name it. Thus, they were asked to name each referent three times during training. If they responded correctly, they heard a chime. If they responded incorrectly or produced no response, they heard the audio production of the target word. The cued recall condition was the same as the free recall condition with the exception that participants were given the first syllable of the word as a cue during the second, third, and fourth training blocks. They were prompted to say the whole word after they were given the cue. In the passive study condition, all training blocks were administered in the same way as the first training block in that they saw each photograph and heard the word. To answer the questions of interest for the current paper, we only analysed responses in the free recall and cued recall training conditions.