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Functional Neurology
Published in James Crossley, Functional Exercise and Rehabilitation, 2021
The brain builds associations to reduce ‘computational load’. By ‘chunking’ information together, we make it faster and more efficient to process. Chunking makes information easier to process and recall. For example, it would be difficult to remember a sequence of letters like ‘IHOPBUTCANJOG’, but we could remember ‘I HOP BUT CAN JOG’.
Listen To Remember
Published in Judi Brownell, The Listening Advantage, 2019
With repetition, you simply keep repeating the information you need to remember until you get a chance to use it. Chunking means that, instead of trying to recall discrete pieces of information, you create a mental link that will enable you to remember fewer “pieces.” If you have a grocery list, for instance, you might put bananas, oranges, and a melon under “fruit”—or coffee, oatmeal, and toast under “breakfast.” By creating categories and finding a logic behind the seemingly unrelated items, you can make connections among almost any seemingly unrelated pieces of information—and remember them. If you need a more concrete goal, most research suggests that you should easily be able to link up to seven unrelated items. Of course, you can always try for more!
Explanation and planning
Published in Lewis Walker, Ian McDermott, John Duncan, Consulting with NLP, 2017
Chunking is a jargon word from computer terminology. It is all about how much information can be organised and grouped together. Chunk sizes can be small or large. Think of your telephone number. It may have anywhere between six and nine digits, depending on where you live. This is quite handy because research has determined that most people can remember 7 ± (plus or minus) 2 bits of information. On good days we can remember nine bits of information. On not so good days, we can remember five. When we are stressed or overwhelmed the number can decrease further.
Accessibility of the Affordable Care Act (ACA) marketplace websites
Published in Journal of Communication in Healthcare, 2022
Michele Thornton, Rebecca Mushtare, Francesca Rescigno, Kaitlin Brightman
Likewise, not using headings or not using them appropriately disrupts the outline of the webpage, making it very difficult for assistive technology users who rely on headings to navigate, as well as individuals who may use a custom stylesheet to improve readability, or individuals who are non-native English speakers trying to find content relevant to their needs on the page. What is encouraging is that, like alternative text, most heading-related issues can be resolved by site content editors themselves, with minimal training. These are not issues that have to be farmed out to a team of programmers, or put through a lengthy statewide RFP process. The individuals writing the content can be easily trained or educated to make minor changes to their workflow, to have a great impact on the accessibility of the information that is being shared. Likewise, chunking information, displaying it in a clear, step-by-step format, and giving specific examples to help explain health insurance vocabulary may make enrollment less overwhelming and more manageable [35].
Introducing Sexual and Gender Minority Health: Medical Students Develop and Evaluate an LGBT+ Infographic
Published in American Journal of Sexuality Education, 2021
Laurence Biro, Herman Tang, Groonie Tang, Kaiwen Song, Joyce Nyhof-Young
Thirty-five medical students (74% women) participated in five focus groups of 6–9 participants. Universally, students highly valued the infographic stating: “it was great”,(4.745) and “the graphic was wonderful.”(5.183) There were no dissenting opinions; our infographic was universally perceived as a valuable learning tool. Some focus groups discussed the tool in detail, while other focus groups agreed on its excellence and moved on to other topics. Course evaluation comments were consistent with focus group transcripts. Three themes were identified: (1) content (concepts, ‘chunking’ topics, future clinical reference, application to practice), (2) presentation (graphics, accessibility, learning tool), and (3) reflection. Although students spent the bulk of the focus groups discussing other aspects of their seminar experience (standardized patients, tutors, peer relationships, etc.), thematic analysis about the infographic achieved data saturation.
Cognitive predictors of sentence comprehension in children with and without developmental language disorder: Implications for assessment and treatment
Published in International Journal of Speech-Language Pathology, 2019
Ronald B. Gillam, James W. Montgomery, Julia L. Evans, Sandra L. Gillam
The finding that complex WM plays a mediating role suggests to us that the embedded processes model of WM proposed by Cowan and associates (Adams, Nguyen, & Cowan, 2018; Cowan, 1999) may be especially relevant to sentence comprehension. Its relevance lies in its view of storage and LTM as critical components of working memory, its integrated view of attention and complex WM storage and its description of the function of chunking in LTM. According to Cowan’s model of WM, knowledge structures that are important to accomplish some goal (e.g. sentence comprehension) are activated from LTM. These activated items occupy central storage and peripheral storage. Central storage (consisting of items in the focus of attention) is limited to about one item (e.g. phrase, clause) while peripheral storage contains the remaining activated items that lie just outside the focus of attention. The total capacity of WM is the sum of central and peripheral storage, which is limited to about 3–5 items or chunks. Importantly, items in WM may be of variable size depending on whether they have been chunked or not. Chunking is a key functional feature of the model because it enables individuals to consolidate many initially encountered items into fewer, larger, but integrated units.