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Cognition and Learning in Industrial Accident Injury Prevention: An Occupational Therapy Perspective
Published in Jerry A. Johnson, Evelyn Jaffe, Health Promotion and Preventive Programs, 2014
To explain this observation, it was necessary to replace the depth of processing model with one postulating that it was the nature of the criterial task used to assess the learning that determined whether deeper or more superficial processing led to better memory. Morris, Bransford and Franks called this concept transfer appropriate processing to emphasize that the type of processing used while learning determines the type of criterial task on which one will do best when evaluated for what has been learned. Historically and theoretically this had led to a deemphasis on the depth of processing model and to an exploration of the relationship of processing type to criterial task type. The importance of this conceptualization for back pain/back injury prevention was that it suggested that the use of lecture, reading and note-taking would only be justified if performance on paper and pencil tests was used as the criterial tasks for programmatic success. Since this was not the case, the alternative was to recognize that any prevention program designed to change the body mechanics of workers should in fact emphasize practice and performance of work skills themselves.
ENTRIES A–Z
Published in Philip Winn, Dictionary of Biological Psychology, 2003
A view of MEMORY processing which states that the greater the similarity between mental operations conducted at ENCODING and RETRIEVAL, the more likely information will be successfully 'transferred' from study to test. For example, a rhyming (non-semantic) orienting task at encoding produces better RETENTION on a test for rhymes of the studied words than does a semantic orienting task. A semantic orienting task, however, produces superior performance, relative to a rhyming orienting task, on a tests that emphasize semantic processing (such as CUED RECALL or FREE RECALL). Transfer appropriate processing is one of a class of memory principles stressing the importance of the relationship between study and test situations.
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
Cognitive-based learning theories were the primary frameworks that guided the integration and study of MedED-COTS in MD curriculum. The four integration studies all report evidence-based instructional approaches or theoretical frameworks in the design of the study or as it relates to the integration of MedED-COTS into the curriculum. In two studies, such theories meaningfully contribute to the generalizability of results. While there are no themes related to the theories emphasized in these papers, both self-directed learning and cognitive load theories were posited to understand how students use questions and access content to promote retention of knowledge (Kastenmeier et al 2018; Yavner 2016). The concepts of self-directed learning and cognitive load are supported by a less rigorous study that emphasizes deliberate practice, active retrieval and transfer-appropriate-processing, which are all cognitive-based learning theories (Banos et al. 2018).
Decision-making practice during coaching sessions in elite youth football across European countries
Published in Science and Medicine in Football, 2020
Researchers in motor learning have assessed the importance of practice structure on skill acquisition during training (e.g., Shea and Morgan 1979; Goode and Magill 1986; Barreiros et al. 2007; Broadbent et al. 2015). This work addresses a critical question for coaches and practitioners of how practice environments and activities should be designed to best facilitate the learning and acquisition of expert performance. A key performance attribute that has been consistently shown to discriminate high-skilled football players from their less-skilled counterparts is the ability to anticipate and make effective decisions under pressure during match play (e.g., Williams and Davids 1998; Vaeyens et al. 2007; Roca et al. 2011, 2013). Research evidence has suggested that these ‘game intelligence’ skills are primarily acquired through activities in which practice has the same underlying structure as competition (e.g., Miller et al. 2017; Roca et al. 2012; Vickers, 2007; Williams and Ford 2013). That is, the conditions in practice are said to be effective to the extent that they engage processing demands (i.e., visual search, recognition, decision making) for the player that are the same as required in the transfer environment (i.e., competition) (e.g., transfer-appropriate processing, Schmidt and Lee 2011). Therefore, the main goal of coaching practice is for players to acquire skill that transfers to improved performance in the competition format through the design of representative practice environments that simulate the demands of that format (Pinder et al. 2011).
Test-enhanced learning in health professions education: A systematic review: BEME Guide No. 48
Published in Medical Teacher, 2018
Michael L. Green, Jeremy J. Moeller, Judy M. Spak
Psychologists have proposed several theories to explain the retrieval effect ( Roediger and Butler 2011; Karpicke and Grimaldi 2012; Yeh and Park 2015) Memory may have two dimensions: storage strength and retrieval strength, which, according to the deficient processing theory, are negatively correlated during initial learning. More difficult retrieval (lower retrieval strength) results in higher gains in storage strength. Recalling information is more “difficult” than reading or recognizing it. This may also explain the spacing effect as it is more “difficult” to repeatedly recall information with intervening time gaps than to recall it on consecutive trials. Memory performance, per the transfer-appropriate processing theory, is enhanced to the extent that the learning context matches the retrieval context. The act of testing as practice more closely approximates the conditions on the final test than simply rereading the material. Finally, retrieval of information from memory may elaborate the memory trace and create additional retrieval routes (cues), which make it more likely that the information will be successfully retrieved again in the future. At the neuronal level, these effects presumably accompany both molecular changes at the level of individual synapses and more widespread modifications of the neuronal network (Friedlander et al. 2011).