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Biology and Crime
Published in Gail S. Anderson, Biological Influences on Criminal Behavior, 2019
Many studies measure crime or antisocial behavior by using self-report measures, such as questionnaires and interviews. These may be inaccurate, inflated, or deflated. Also, it is often difficult for respondents to give accurate information about breaking the law. Many people may not fully understand what being arrested entails and may believe that a simple street contact with a police officer was an arrest.22 Moreover, people may underestimate the number or seriousness of the crimes that they have committed or may exaggerate them in order to boast. In some cases, incorrect reporting may be as simple as not wanting to fill in more questions. For example, people learn quickly that if they admit to an offence, they will be asked many more questions, so they may opt for “no” to avoid more questions. This is termed a testing effect.29 In one study, the self-reported arrests, jail terms, and prison terms of 700 incarcerated men were compared with their official records for the same time period and showed significant errors in self-reports of arrests, although jail and prison time reporting was more accurate. Men with very high numbers of arrests had the poorest self-report accuracy.30
Formats of testing for cognition, affect, and psychomotor skills
Published in Claudio Violato, Assessing Competence in Medicine and Other Health Professions, 2018
Additionally, students should be continuously tested so as to capitalize on the testing effect. Using retrieval practice with testing—working memory to recall or retrieve facts or knowledge—is more effective than reviewing content or re-reading text. Long-term memory is increased when some of the learning period is devoted to retrieving the information to-be-recalled. Testing practice produces better results than other forms of studying. Students who test themselves during learning or practice recall more than students who spend the same amount of time re-reading the complete information.
Learning from our mistakes
Published in Catherine Haslam, Roy P.C. Kessels, Errorless Learning in Neuropsychological Rehabilitation, 2018
Andrée-Ann Cyr, Nicole D. Anderson
Explanations of the testing effect include the notion that testing can enhance memory directly by strengthening the retrieved memory, or indirectly by making the processing of feedback more effective (for a discussion, see Arnold & McDermott, 2013). Similar mechanisms have been attributed to error generation (e.g., Kornell et al., 2009). Relative to simply studying information, making mistakes sets the stage for richer, more distinctive encoding, and greater attentional deployment towards correct information. Perhaps the most compelling explanations place semantic memory as the locus of the error-generation effect. For example, studies show that error generation is helpful when associating units of information that are semantically related (e.g., frog–pond) but not when they are unrelated (e.g., frog–pencil) (Huesler & Metcalfe, 2012; Grimaldi & Karpicke, 2012). A theory of semantic elaboration at encoding has emerged to account for this finding (e.g., Grimaldi & Karpicke, 2012; Huesler & Metcalfe, 2012), suggesting that related guesses can provide additional retrieval routes to accessing the target (frog→lilypad→pond). This elaborative encoding structure is not possible when cues and targets are unrelated because guesses cannot semantically scaffold retrieval (frog→lilypad≠pencil). Similar reasoning has been applied to testing effects, suggesting that during retrieval practice subjects covertly generate many potential words and that those words can serve as “mediators” for the target word on a later test (Carpenter, 2009; Pyc & Rawson, 2010). Along these lines, Vaughn and Rawson (2012) found that memory for target information memory was better when participants generated three wrong guesses rather than one during trial-and-error study trials, a result which they interpreted in terms of this mediator-based account.
Exploring students’ [pre-pandemic] use and the impact of commercial-off-the-shelf learning platforms on students’ national licensing exam performance: A focused review – BEME Guide No. 72
Published in Medical Teacher, 2022
Atsusi Hirumi, Luke Horger, David M. Harris, Andrea Berry, Feroza Daroowalla, Shalu Gillum, Nyla Dil, Juan C. Cendán
Unlike the 2004 review that found that the use of commercial educational product use was not related to test performance, we found that specific features of MedED-COTS were positively correlated to students’ licensing exam performance across studies. Significant correlations were found between Qbank use, number of items attempted, number of unique questions completed, timing in relationship to sitting for the Step 1 USMLE examination, and familiarity with the questions in six studies we reviewed. The use of Qbanks is supported by the theoretical framework of deliberate practice (Ericsson et al. 1993) and spaced retrieval practice (Brown et al. 2014). Deliberate practice is focused, repetitive effort on a task to improve performance. Spaced retrieval practice, in turn, has been found to reinforce meaning, arrest forgetting, strengthen connections to prior knowledge, enhance retention, and bolster cues and retrieval (Brown et al. 2014). Deliberate practice coupled with spaced retrieval practice, testing effect and active recall (Chan 2009; Butler 2010; McDaniel et al. 2013; Nunes and Karpicke 2015) provide a strong theoretical explanation and rationale for students’ use of questions banks and flashcards, and their success. These features and framework were not highlighted in the 2004 BEME review due most likely to the differences in technology and the arrival of online platforms in MedED-COTS products as discussed below.
Having co-morbid cardiovascular disease at time of cancer diagnosis: already one step behind when it comes to HRQoL?
Published in Acta Oncologica, 2019
Dounya Schoormans, Olga Husson, Simone Oerlemans, Nicole Ezendam, Floortje Mols
A major strength is the large population-based sample of cancer survivors with various malignancies and the usage of the high-quality databases NCR and the PROFILES registry. This study, therefore, encompasses information across malignancies, with a wide age range, including men and women, short and long-term survivors, and survivors treated with a wide range of treatments. This allowed testing effect modifications for age, gender, time since cancer diagnosis, and systemic therapy, radiation, and hormone treatment. However, no detailed information on treatment such as type of medication or dosage was available. Furthermore, CVD status was retrieved from the NCR based on medical records which are generally regarded as reliable and complete sources of information on the patient's past and current health status [26]. Nevertheless, only information on presence of CVD and not date of diagnosis was registered. Additionally, this is to our knowledge the first large study that examined the relation between having co-morbid CVD at cancer diagnosis and HRQoL.
Assessment programs to enhance learning
Published in Physical Therapy Reviews, 2018
Dario Cecilio-Fernandes, Janke Cohen-Schotanus, René A. Tio
The aspects mentioned above all fit in findings from cognitive psychology. These suggest on the one hand that spacing study activities benefit students’ long-term retention. This is known as the spacing effect.11 Thus, avoiding students to cram before a test and spread their study activities benefits their knowledge retention. This is explained by the fact that students would retrieve the same information repeatedly over time, which would make it easier to retrieve it later on. Another important finding from cognitive psychology is the so-called testing effect, which refers to improving the long-term retention by being tested instead of re-studying.12 So on the other hand testing itself induces a learning effect. Combining both effects would result in a cumulative assessment in which previous material is repeated over time and it would steer students to study in a spaced way instead of cramming before the test.