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Constructing multiple-choice items
Published in Claudio Violato, Assessing Competence in Medicine and Other Health Professions, 2018
The testing of simple recall has too frequently characterized the multiple-choice item format. This situation has been mistakenly attributed to some inherent weakness in the format itself, but this is not true. The multiple-choice format offers ample opportunity to construct items that are more complex than simple recall. Nevertheless, there are many situations where assessing the candidate’s mastery of factual knowledge is a perfectly appropriate task (i.e., definition of a medical term). Criticism is warranted when a simple recall test item is used for material that should be assessed at the comprehension, application, and/or even analysis level. Therefore, an important step to constructing a test item is to consider the learning objective underlying the learning of the material. In doing so, the level of cognitive complexity that the item should reflect can be determined.
Signs and Symptoms in Psychiatry
Published in Mohamed Ahmed Abd El-Hay, Essentials of Psychiatric Assessment, 2018
Working memory is assessed by digit span and similar tests. A normal person of average intelligence is usually able to repeat seven digits correctly. Working memory is always assessed before proceeding with other memory assessments, all of which are dependent on adequate attention and working memory. After ensuring the registration is adequate, the examiner notifies the patient that he/she will ask him/her to repeat the digits or words already registered after 5 minutes, then proceeds with other tasks of examination. After 5 minutes, the patient is asked to state the digits or words that were requested. One point is scored for each correctly remembered word in this short-term recall test (e.g., recall is 2/3 digits/words after 5 minutes). Then, to assess further the severity of any recent memory deficit, the patient is cued for any missing digits/words using a category, or the patient is given several possible digits/ words, including the correct one, from which the patient can choose. The examiner should not score any points for a word recalled by category cueing, but record that cuing was helpful.
Application of errorless learning in adult acquired brain injury rehabilitation
Published in Catherine Haslam, Roy P.C. Kessels, Errorless Learning in Neuropsychological Rehabilitation, 2018
Among the word-list studies comparing standard EL and EF methods, only one has used free recall (Hunkin, Squires, Parkin et al., 1998). In Experiment 1 of this study, the researchers tested memory first with cued recall and then with free recall and found EL learning to be superior to EF learning. However, after 48 hours, memory was re-tested with free recall and performance was at floor level in both learning conditions. At this point, a further cued-recall test was given, followed by another free-recall test, and again this process was found to produce better recall of words learned under EL conditions. Thus, free recall seems to be enhanced in EL conditions primarily through completing a cued-recall task immediately beforehand, where more words tend to be remembered and hence activated.
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.
An evening milk drink can affect word recall in Indonesian children with decreased sleep efficiency: A randomized controlled trial
Published in Nutritional Neuroscience, 2018
Rini Sekartini, Dian Novita Chandra, Tiana Arsianti, Saptawati Bardosono, Tjhin Wiguna, Anne Schaafsma
The word recall test, prepared by a trained psychologist, might have been too easy or trained too intensively, which resulted in on average high performance scores after four times of training (median score of 90% at the start of the intervention) and high recalls the next morning (median 85–90%). In other words, there might have been little room to differentiate between the intervention groups. In the study of Wilhelm et al.,28 the word list was trained until 60% correct responses were achieved. In the present study, a fixed number of trainings of the word list were chosen since a linear relationship may exist between the number of repetitions of the word readings and the recall the next day, as already suggested by Hermann Ebbinghaus in the end of the nineteenth century.43 However, repetition of the words on four times might be too much.
Long work hours, prolonged daytime naps, and decreased cognitive performance in older adults
Published in Chronobiology International, 2020
Cognitive performance (primary outcome). Three cognitive tests measuring orientation, memory, and executive functioning were used to evaluate the cognitive performance of older adults. Orientation included eight questions (date, month, year, day of the week, and first and last names of the president and vice president) with possible scores between 0 and 8. For memory, a 10-word recall test was administered to participants to be remembered immediately (immediate word recall) and after 5 min (delayed word recall). Possible scores ranged from 0 to 20. Finally, a clock drawing test was used to evaluate executive functioning for which participants were given 2 min to draw a clock indicating 10 past 11. The drawings were scored from 0 (not recognizable as a clock) to 5 (accurate depiction of a clock) by trained coders following the scoring system for the clock drawing test in NHATS. Similar to the Health and Retirement Study, NHATS has defined cognitive impairment in three domains as scores ≤ 1.5 standard deviations (SDs) from the sample mean of self-respondents (Crimmins et al. 2011; Kasper et al. 2013). Thus, the cutoff scores in our sample were as follows: poor orientation ≤ 4, poor recall ≤ 5, and decreased executive function ≤ 2. Participants were classified as having decreased cognitive performance if they had impairment in any one of the three domains. This criteria of impairment following cutoff scores ≤ 1.5 SDs in one domain is used in the literature to identify mild cognitive impairment, not dementia cases, as this is different from the classification of probable dementia (Kasper et al. 2013; Morris 2012; Seshadri et al. 2011).