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Ber das Ged?chtnis: Untersuchungen zur experimentellen Psychologie
... However, if there is such a thing as semantic memory, Tulving wondered, what kind of memory should it be contrasted with? His suggestion is that episodic memory is the right contrast category, and that in fact, this kind of memory constitutes the sort of recollective phenomena psychologists have been interested in at least since Ebbinghaus [6]. Importantly, the contrast he had in mind was couched in functional or computational terms. ...
... This 'remember/know' paradigm, as it has been known since, was introduced as a methodological strategy to measure whether a certain recollective experience involved autonoetic consciousness, corresponding thus to an episodic memory, or rather noetic consciousness, in which case it would correspond to a semantic memory. 6 Unfortunately, this experimental approach to measuring autonoetic consciousness is extremely problematic. For one, it has been pointed out that this measure is consistent with a continuous interpretation of memory strength rather than a dichotomous one between episodic/autonoetic versus semantic/noetic. ...
... However, according to Tulving, since the latter are necessarily correlated with the former, then the neural structures associated with each kind of memory would a fortiori be associated with each kind of consciousness. 6 This paradigm has also been employed to distinguish 'recollection' from 'familiarity' as two different retrieval processes that need not reflect the presence of two different kinds of consciousness [72]. Although some of my remarks could be leveraged against the use of the remember/know paradigm to measure recollection and familiarity, my main target is the claim that the 'remember' and 'know' responses measure autonoetic and noetic consciousness, respectively. ...
Ever since Tulving’s influential 1985 article ‘Memory and consciousness’, it has become traditional to think of autonoetic consciousness as necessary for episodic memory. This paper questions this claim. Specifically, it argues that the construct of autonoetic consciousness lacks validity and that, even if it was valid, it would still not be necessary for episodic memory. The paper ends with a proposal to go back to a functional/computational characterization of episodic memory in which its characteristic phenomenology is a contingent feature of the retrieval process and, as a result, open to empirical scrutiny. The proposal also dovetails with recent taxonomies of memory that are independent of conscious awareness and suggests strategies to evaluate within- and between-individual variability in the conscious experience of episodic memories in human and non-human agents.
This article is part of the theme issue ‘Elements of episodic memory: lessons from 40 years of research’.
... However, filling this knowledge gap is important for research on learning and instruction, since it has been shown that performances on tasks involving short-term recall of information can vary throughout the day (studies on human memory; Baddeley et al., 1970;Fabbri et al., 2013;Folkard & Monk, 1980;Schmidt & Collette, 2016;Wyatt et al., 1999). Evidence of such circadian variation has been reported since Ebbinghaus (1885) found that the number of trials required for participants to immediately recall serial lists of nonsense syllables increased dramatically from late morning to early evening. These findings are supported by Folkard et al. (1977) who found that immediate retention of a sound-recorded story was better among children who heard it at 09:00 hr than among those who heard it at 15:00 hr. ...
... (Ahead of Print) (Ebbinghaus, 1885), digit sequences (Blake, 1967;, and news stories (Folkard et al., 1977;Furnham & Gunter, 1987;Gunter et al., 1983). Several studies have argued that such diurnal variation is attributed to an increase in basal arousal level over the day (Baddeley et al., 1970;Cohen & Muehl, 1977;Colquhoun, 1971;Folkard, 1979;Furnham & Gunter, 1987;Natale & Lorenzetti, 1997). ...
... Therefore, it is plausible to predict that the morning's superiority in the acquisition of tactical behaviors from dynamic and/or static visualizations resulted from a heightened mental fatigue in the late afternoon after a busy school schedule. Ebbinghaus (1885) and Gates (1916) supported this explanation, suggesting that the afternoon decline in immediate retention of information is due to a mental fatigue, and typically, the morning is the optimal period to retain contents for a short time. ...
This study examined the effect of time of day on immediate recall of motor skills
(i.e., tactical behaviors in basketball) from different external visualizations. First-year
students from a public university in sports science (novice practitioners, 18.96 ± 0.57 years) were quasi-randomly assigned to three experimental conditions: video modeling by experts, a sequential-with-tracing presentation of pictures, or a sequential-without-tracing presentation of pictures. Morning and late afternoon sessions were conducted involving study phases and immediate-recall tests (i.e., comprehension and game performance tests). Oral temperature and mood states were also measured at both times of day. The results revealed that participants exhibited better recall performances in the morning, irrespective of the visualization format used. At both time of day, tactical behaviors were better recalled from video modeling rather than the two sequential presentations of pictures. In addition, providing the learner with a permanent visual trace of the previous states improves the immediate recall of tactical skills from a sequential presentation of pictures, at both time of day. Furthermore, morning sessions resulted in lower oral temperature, lower negative mood, and higher positive mood, compared with afternoon sessions. Implications for using external visualizations aimed at the acquisition of motor skills, particularly tactical behaviors, are discussed.
... A substantial body of research has consistently shown that STRP were better in the morning compared to the afternoon/evening hours (e.g., Baddeley et al., 1970;Dunne et al., 1990;Folkard & Monk, 1985;Kvint et al., 2011;Wyatt et al., 1999). Evidence of this circadian variation was obtained when Ebbinghaus (1885) reported that the number of trials required for participants to immediately recall serial lists of nonsense syllables increased dramatically from late morning to early evening. These findings have also been supported by Folkard et al. (1977) who found that immediate retention of a sound-recorded story was better among children who heard it at 09:00 than amongst those who heard it at 15:00. ...
... In the context of motor skill acquisition, Kvint et al. (2011) demonstrated that the best time for fast and efficient acquisition of new declarative material is the morning, while the kinematic aspects of skill acquisition are not sensitive to the ToD. Ebbinghaus (1885) assumed that STRP tends to be faster in the morning hours because "In the later hours of the day mental vigor and receptivity are less". Similarly, Gates (1916) indicated that the morning is, usually, the best period to retain contents for a short time, and the afternoon drop in performance is due to a mental fatigue following a busy school schedule. ...
... These findings are consistent with numerous earlier studies on human memory (outside of computer-assisted motor learning environments), which have shown that performances on tasks involving immediate recall of information vary as a function of ToD, with superior performance in the morning compared to afternoon/evening. Indeed, the results patterns of the present study were previously found when evaluating immediate retention of serial lists of nonsense syllables (e.g., Ebbinghaus, 1885), digit sequences (e.g., Blake, 1967), news stories (e.g., Folkard et al., 1977;Furnham & Gunter, 1987;Gunter et al., 1983) and motor skills (e.g., Kvint et al., 2011). A plausible explanation for the effect of ToD on STRP could be related to changes in arousal. ...
The current study was designed to investigate how varied time of day (ToD) could affect the acquisition of basketball game actions from different video formats. First-year physical education students (i.e., novice practitioners) were quasi-randomly assigned to three experimental conditions: continuous video, macro-segmented video, or micro-segmented video. Morning (between 08:00 and 09:00) and late afternoon (between 16:00 and 17:00) sessions were conducted, involving study phases (i.e., observation of the scenes of play) and immediate-recall tests (i.e., game comprehension test and game performance test). Oral temperature and mood states were also collected at the beginning of each session. Compared to the morning, the results revealed that afternoon hours resulted in higher oral temperature, higher negative mood states (e.g., anxiety and fatigue), and lower positive mood (i.e., vigor) in all experimental conditions. For both short-term learning tests, the results showed that: (i) students performed significantly better in the morning rather than in the late afternoon (regardless of video formats), (ii) students exposed to the two segmented videos performed better than those exposed to a continuous video at the two ToD (without any significant difference between macro-segmented and micro-segmented videos). The findings highlight the morning’s superiority in the acquisition of motor knowledge from different video formats, due to mood disturbances and lower arousal levels. The present experiment encourage basketball teachers to use segmented videos, especially in the morning, to explain tactical information for novices.
... The Ebbinghaus curve is a well-known model for describing a) forgetting as a function of time and b) retaining as a function of repeated learning [10,11]. Applied to software development (see Figure 1), we hypothesize that when time elapses and a developer does not repeatedly work on a project, he or she might forget some details and might be more prone to introducing mistakes. ...
... We applied non-parametric tests and rank-based correlation methods, as software metrics often do not have normal distributions. We used SAS JMP Statistical Discovery 10 to perform all statistical analyses since it allows simple replications with Phyton or R scripts and gives good confidence in the quality of the results. ...
... A study conducted by Kruger et al. [17] surveyed developers of software projects on file familiarity, suggesting that the forgetting curve of Ebbinghaus [10,11] is applicable in software development and that repetitions have a strong relationship with the familiarity of source code. ...
Developers who interrupt their involvement in a project can gradually forget critical information about the code, such as its purpose, structure, the impact of external dependencies, and the approach to implementation. Forgetting the implementation details can have detrimental effects on software maintenance, comprehension, knowledge sharing, and developer productivity, resulting in bugs and other issues that can negatively influence the software development process. Therefore, it is crucial to ensure that developers clearly understand the codebase and can work efficiently and effectively even after long interruptions. In this work, we designed and conducted an empirical study aimed at understanding the impact of the developer's activity breaks on the different code quality properties. In particular, we investigated to what extent the contributor's involvement in different development activities impacts the project's code quality and whether contributors with different activity profiles show different impacts on code quality. Results show that in the vast majority of projects, short to medium activity breaks have a
... The mastery of the yellow KC would relatedly increase due to the correct response to the sixth orange KC, according to the transfer of learning [22]. Besides, the mastery between responses should also vary due to students' learning and forgetting behaviors modeled by the learning and forgetting curves [6,36]. From this example, we summarize three deficiencies of current DLKT methods in dynamic knowledge tracing reasonability: (i) Mastery change of unrelated KCs -learning one KC affects unrelated KC mastery; (ii) No mastery change of related KCslearning one KC does not impact related KCs; (iii) Inconsistent mastery change direction -correct answers may decrease KC mastery, and vice versa. ...
... To be specific, we integrate pedagogical theories [6,22,24,36] into the KT modeling, dividing the learning process into three distinct stages. (i) The knowledge retrieval stage analyzes how students respond to questions. ...
... (iii) The knowledge learning/forgetting stage explores what students do after question answering. This stage aims to model the active learning and natural forgetting behaviors based on the Learning curve [36] and the Forgetting curve [6]. Both curves suggest a decreasing rate of learning and forgetting over time. ...
Knowledge tracing (KT) is a crucial task in intelligent education, focusing on predicting students' performance on given questions to trace their evolving knowledge. The advancement of deep learning in this field has led to deep-learning knowledge tracing (DLKT) models that prioritize high predictive accuracy. However, many existing DLKT methods overlook the fundamental goal of tracking students' dynamical knowledge mastery. These models do not explicitly model knowledge mastery tracing processes or yield unreasonable results that educators find difficulty to comprehend and apply in real teaching scenarios. In response, our research conducts a preliminary analysis of mainstream KT approaches to highlight and explain such unreasonableness. We introduce GRKT, a graph-based reasonable knowledge tracing method to address these issues. By leveraging graph neural networks, our approach delves into the mutual influences of knowledge concepts, offering a more accurate representation of how the knowledge mastery evolves throughout the learning process. Additionally, we propose a fine-grained and psychological three-stage modeling process as knowledge retrieval, memory strengthening, and knowledge learning/forgetting, to conduct a more reasonable knowledge tracing process. Comprehensive experiments demonstrate that GRKT outperforms eleven baselines across three datasets, not only enhancing predictive accuracy but also generating more reasonable knowledge tracing results. This makes our model a promising advancement for practical implementation in educational settings. The source code is available at https://github.com/JJCui96/GRKT.
... In that case, it may become more time-efficient and less effortful to elaborately encode the visual search template into (long-term) memory, relative to repeatedly refreshing internal representations by making many saccades towards your instruction manual. For example, as we repeatedly search for the same target, we tend to build up an increasingly elaborate internal representation of that search target (likely in interplay with LTM; Carlisle et al., 2011;Ebbinghaus, 1885;Hout and Goldinger, 2010;Pashler et al., 2007;Woodman et al., 2007;Woodman et al., 2001). Moreover, visual search becomes relatively easy and efficient, even for multiple items, when those items are stored in LTM (e.g., Drew et al., 2017;Drew and Wolfe, 2014;Wolfe, 2012;Woodman et al., 2001, although guided search is characterised by different limitations than hybrid search). ...
... It should be noted that participants could have responded that they recognised a template set if they remembered only a subset of a probed set, or the inverse if they recognised none of the foils -this may therefore provide an inflated estimate of how well all templates were represented in LTM. Furthermore, merely being frequently exposed to a target can already strengthen its representation in long-term memory (Carlisle et al., 2011;Ebbinghaus, 1885;Greene & Soto, 2012;Hout & Goldinger, 2010;Pashler et al., 2007;Woodman et al., 2001Woodman et al., , 2007, so our LTM test does not elucidate whether templates were already stored in LTM after the first few repetitions (and then consolidated through repeatedly activating those representations in memory), or if resampling in later repetitions still specifically helped to strengthen template representations. Somewhat surprisingly, we found that more resampling during the search task was actually linked to worse recognition on the LTM test, and that sampling duration did not affect this outcome. ...
We commonly load visual working memory minimally when to-be-remembered information remains available in the external world. In visual search, this is characterised by participants frequently resampling previously encoded templates, which helps minimize cognitive effort and improves task performance. If all search templates have been rehearsed many times, they should become strongly represented in memory, possibly eliminating the benefit of reinspections. To test whether repetition indeed leads to less resampling, participants searched for sets of 1, 2, and 4 continuously available search templates. Critically, each unique set of templates was repeated 25 trials consecutively. Although the number of inspections and inspection durations initially decreased strongly when a template set was repeated, behaviour largely stabilised between the tenth and last repetition: Participants kept resampling templates frequently. In Experiment 2, participants performed the same task, but templates became unavailable after 15 repetitions. Strikingly, accuracy remained high even when templates could not be inspected, suggesting that resampling was not strictly necessary in later repetitions. We further show that seemingly ’excessive’ resampling behaviour had no direct within-trial benefit to speed nor accuracy, and did not improve performance on long-term memory tests. Rather, we argue that resampling was partially used to boost metacognitive confidence regarding memory representations. As such, eliminating the benefit of minimizing working memory load does not eliminate the persistence with which we sample information from the external world – although the underlying reason for resampling behaviour may be different.
... The benefit of breaking down and distributing learning over time has been known for a long time, notably since Ebbinghaus' work on memorization (Ebbinghaus, 1885). It is now well established in cognitive psychology that distributed learning is superior to massed learning for memorization because it incorporates rest periods that prevent neuronal "exhaustion" and facilitate consolidation (Lieury, 2015). ...
... Their common characteristics such as small size, short duration, and their potential for multimodality (Fidan, 2023;Kohnke et al., 2023) seemed ideal for distributing learning and optimizing training (Celik & Cagiltay, 2023;De Gagne et al., 2019;Kapp & DeFelice, 2019;Leong et al., 2021). However, we quickly realized these characteristics, which have long been known, particularly in cognitive psychology, to be effective for a number of outcomes such as memorization or attention (Ebbinghaus, 1885;Kelley & Whatson, 2013;McBride & Cutting, 2019;Toppino et al., 1991), were not sufficient to model all existing forms of courses. Indeed, many training courses such as university lectures, often characterized by massive content, could not be easily segmented. ...
To design and script courses, practitioners often collaboratively use simple and tangible tools such as Post-it notes. In light of this, research and development were conducted to develop Eduscript Doctor, an analogic tool that would retain the inductive potential of Post-it notes while structuring the pedagogical scripting process. This Design-Based Research was carried out in three stages: the initial design of the scripting methodology and the tool (3 researchers), their improvement with the participation of practitioners (11 centers), and then an external evaluation (3 teams). The latter stage took the form of a qualitative empirical study on the tool’s utility and usability by examining three MOOCs. The results of the qualitative study showed that the tool was generally useful and usable, facilitating an in-depth analysis of the scripting of the three MOOCs. However, some negative aspects emerged from the interviews, such as the tool’s apparent complexity at first glance, the long time required to store the pieces after use, and the lack of digital backup for the produced models. Among the results of this study, the foundations of a new Learning Design theory centered around the concept of “bricks” also emerged. Although it still requires further research to be stabilized, improved, and validated, a high level of abstraction carried by this new theory will be necessary to consider the tool’s future developments. In conclusion, the results of this initial study on the kit seem promising, but much more research is needed to better understand its uses, methodology, and potential audiences.
... To address these issues, we propose DyG-Mamba, a new architecture for dynamic graph learning. Firstly, drawing inspiration from the Ebbinghaus Forgetting Curve theory [7], which suggests that "human beings adhere to the same forgetting pattern for most things, which is strongly correlated with time rather than the content", we directly change the data-dependent parameter to a learnable time-spans-dependent parameter that automatically learn historical events' periodicity with irregular time intervals and balance the aggregation between historical state and current input. Secondly, we theoretically and empirically demonstrate that among Mamba's three data-dependent input parameters, the step size parameter Δ is the primary cause of its poor generalization. ...
... However, when applied to dynamic graphs, Mamba cannot effectively use irregular time information (Figure 1), and its data-dependent strategy leads to poor performance in inductive scenarios (w/o Time-Span vs. DyG-Mamba in Figure 5). The Ebbinghaus Forgetting Curve theory [7] suggests that historical memory is strongly correlated with time-spans between events rather than events themselves. Considering dynamic graphs naturally have irregular time intervals, we can use time-spans between any two timestamps −1 and as control signals, formulated by: ...
Dynamic graph learning aims to uncover evolutionary laws in real-world systems, enabling accurate social recommendation (link prediction) or early detection of cancer cells (classification). Inspired by the success of state space models, e.g., Mamba, for efficiently capturing long-term dependencies in language modeling, we propose DyG-Mamba, a new continuous state space model (SSM) for dynamic graph learning. Specifically, we first found that using inputs as control signals for SSM is not suitable for continuous-time dynamic network data with irregular sampling intervals, resulting in models being insensitive to time information and lacking generalization properties. Drawing inspiration from the Ebbinghaus forgetting curve, which suggests that memory of past events is strongly correlated with time intervals rather than specific details of the events themselves, we directly utilize irregular time spans as control signals for SSM to achieve significant robustness and generalization. Through exhaustive experiments on 12 datasets for dynamic link prediction and dynamic node classification tasks, we found that DyG-Mamba achieves state-of-the-art performance on most of the datasets, while also demonstrating significantly improved computation and memory efficiency.
... The findings are consistent with numerous earlier studies on human memory (out of computer-based motor learning environments), which have shown that short-term learning tends to be better in the morning compared to the afternoon/ evening. Indeed, the result patterns of the current study were previously found when evaluating the immediate recall of serial lists of nonsense syllables (Ebbinghaus 1885), digit sequences (Blake 1967), and news stories (Folkard et al. 1977;Furnham and Gunter 1987;Gunter et al. 1983). The morning superiority in the acquisition of basketball game actions (regardless of the video format) may be attributed to the arousal hypothesis, suggesting that immediate-recall performance mirrors rather than parallels the arousal circadian rhythm (Folkard and Monk 1980). ...
... Therefore, it is reasonable to speculate that the morning's superiority in the acquisition of basketball plays might be attributed to mental fatigue after a busy school schedule in the afternoon. Ebbinghaus (1885) and Gates (1916) supported this explanation, suggesting that the afternoon drop in short-term learning is due to a mental fatigue, and the morning is, usually, the best period to retain contents temporarily. ...
The present study aimed to elucidate the effects of real-time versus slow-motion videos, as a function of time of day, on the acquisition of basketball plays. Fifty first-year sports science students (Mage = 18.82 y, SD = 0.49) were quasi-randomly allocated to either into 0.5 or 1.0 times normal video speed, attending morning (08:00–09:00 h) and late-afternoon (16:00–17:00 h) sessions. After measuring oral temperature (OT) and mood states (MS), participants observed a basketball system’s evolution twice and completed two recall tests [game comprehension (GC) and game performance (GP) tests]. Afternoon sessions exacerbated higher OT, higher negative MS (e.g. anxiety and fatigue), and lower positive MS (i.e. vigor) compared to mornings (regardless of video speed). GC and GP were higher in the morning than in the afternoon, with real-time (p < 0.001, both) and slow-motion videos (p < 0.01 and p < 0.001, respectively). GC and GP were higher with slow-motion videos compared to real-time videos in morning and afternoon sessions (p < 0.01, both). The findings highlight the morning’s superiority in the acquisition of motor knowledge from videos, due to mood disturbances and lower arousal levels. Additionally, the findings encourage teachers/coaches to communicate basketball plays through slow-motion videos, particularly in the morning.
... Within-race confusion could be asymmetrical in the other-race effect because portraits are presented only once. Seeing something multiple times makes it more likely to be remembered (Crowder, 2015;Ebbinghaus, 1885;Greene, 2008). Thus, seeing other-race faces multiple times should close the gap in perceptual experience between own-race and other-race faces and therefore reduce the other-race effect. ...
... Within-race confusion could be asymmetrical in the other-race effect because portraits are presented only once. Seeing something multiple times makes it more likely to be remembered (Crowder, 2015;Ebbinghaus, 1885;Greene, 2008). Seeing other-race faces multiple times should close the gap in perceptual experience between own-race and other-race faces and therefore reduce the other-race effect. ...
White people confuse Black faces more than their own-race faces. This is an example of the other-race effect, commonly measured by the other-race face recognition task. Like this task, the “Who said what?” paradigm uses within-race confusions in memory, but to measure social categorization strength. The former finds a strongly asymmetrical pattern of interrace perception, the other-race effect, yet the latter usually finds symmetrical patterns (equally strong categorization of own-race and other-race faces). In a “Who said what?” meta-analysis, racial categorization and individuation across races were only weakly asymmetrical (Study 1, n = 2,669). We aimed to resolve this empirical misalignment. As tested in other-race face recognition tasks, the weak asymmetry was not due to the limited number of portrait stimuli (Study 2, N = 99) nor to the longer duration of stimulus presentation in the “Who said what?” task (Study 4, n = 358). Pairing portraits with statements reduced the other-race effect (Study 3, n = 126). Showing each portrait repeatedly also reduced the other-race effect (Study 4, n = 358; Study 5, n = 470) but did not decrease infrahumanization of Black portraits (Study 6, n = 487). Consequently, presenting portraits only once in the “Who said what?” paradigm (Study 7, N = 112) resulted in strong interrace categorization and individuation asymmetries. This finding bridges a central conceptual gap between the other-race effect and social categorization strength.
... Around the inception of the field of experimental psychology, Ebbinghaus (1885Ebbinghaus ( /1964 wrote down series of multisyllabic sequences and retrieved them from a drawer after various delays to determine how long the learning and relearning process took. Although this was a study on the formation and forgetting of information in the long term, Ebbinghaus was struck with how he was able to learn very short lists in a single try. ...
... Around the inception of the field of experimental psychology, Ebbinghaus (1885Ebbinghaus ( /1964 wrote down series of multisyllabic sequences and retrieved them from a drawer after various delays to determine how long the learning and relearning process took. Although this was a study on the formation and forgetting of information in the long term, Ebbinghaus was struck with how he was able to learn very short lists in a single try. ...
Because segments in fluent speech (e.g., words and phrases) are not reliably separated by pauses, a key task when listening to an unfamiliar language is to parse the incoming speech into segments to be learned. We aim to understand how working memory contributes to that segmentation learning. One cue to segmentation occurs when a segment is repeated in varying contexts. Cowan (Acta Psychologica, 77(2), 121–135, 1991) explored a language analog to study how segmentation occurs during immediate memory of speech, and found effects of segment presentation frequency, stimulus length, and serial position. Here we ask whether those effects extend from working memory to long-term memory. Overlapping segments were presented (e.g., mah bar slo mi and slo mi geh), varying numbers of times (presentation frequencies) to determine how varying the schedule of repetition patterns would affect perception of a unified test pattern formed from the two of them (e.g., mah bar slo mi geh). These constructions provide an analogy to how segments occur in varying contexts in speech. Participants were to indicate where they heard the boundaries between syllables. In immediate memory, the perceived boundaries more often reflected the most frequently presented pattern, and often reflected both pattern boundaries (in this example, mah bar / slo mi / geh). In a long-term memory follow-up, however, the original presentation frequencies only mattered for certain short test pattern configurations. We suggest that working memory for speech, without a semantic component, may be an incomplete basis to learn longer segments in an unfamiliar language.
... De esta manera, permite a los usuarios, usando tan solo lenguaje HTML, crear tarjetas de memoria que incluyan texto, imágenes, sonidos, videos, y ecuaciones LaTeX, y se las presenta en intervalos óptimos para maximizar la retención a largo plazo. La forma en que responden los usuarios ayuda a Anki a ajustar estos intervalos de repetición basándose en la curva del olvido de Ebbinghaus, la cual describe cómo la memoria humana olvida la información con el tiempo [2] y de cómo cuantas más veces repasemos un concepto más lento va a ser su olvido, con lo que cambiará la inclinación de dicha curva. ...
La necesidad de memorizar la información durante el estudio ha llevado a la búsqueda de las estrategias que resulten más adecuadas para su aplicación al mismo. El objetivo de este trabajo era evaluar una aplicación (Anki) que utiliza la técnica de repaso espaciado como herramienta de aprendizaje. Para ello, se seleccionaron una serie de asignaturas dentro del segundo curso del grado de medicina y se crearon dos grupos. Al grupo Anki, se le instruyó en el uso de dicha aplicación y al grupo no Anki se le dejó estudiar como lo hacía anteriormente. Al término de la experiencia, los estudiantes del grupo Anki rellenaron una encuesta de satisfacción. Las calificaciones obtenidas por ambos grupos se compararon y se observó que el grupo Anki obtuvo, globalmente, resultados significativamente mejores (ANOVA de dos vías). Sin embargo, analizadas las asignaturas de forma individual no se encontraron diferencias significativas. Por otro lado, la encuesta mostró el alto grado de satisfacción alcanzado con el uso de esta técnica. En conclusión, la técnica de repaso espaciado, en su versión Anki, parece mejorar la retención a largo plazo y, por tanto, ser una herramienta útil en el aprendizaje de materias que requieren de una gran memorización
... So, by definition, recording locations eagerly will pay off, but the question of course is when it does so in typical development projects, which our study aims to determine. • H5: Developers' memory follows the typical forgetting curve of information [13,39,59], and studies show that their memory quickly deteriorates [4,37]. This assumption is also supported by the huge body of work on automated [99] and manual feature-location techniques [65], and it is self-evident in multi-team projects, especially when developers leave. ...
Features are commonly used by developers and users to describe the functional and non-functional characteristics of software. Especially agile development methods, such as SCRUM, FDD or XP, use features to plan and manage software development. Features are often the main units of software reuse, communication, and configuration, abstracting over implementation details. However, to effectively evolve and reuse features, their location in software assets-such as requirements , code, tests, build systems-has to be known. Unfortunately, locating features is difficult, since features are often scattered over the codebase. Once implemented, the knowledge about a feature's location quickly deteriorates when the software evolves or development teams change, requiring expensive recovery of these locations. Manually recording and maintaining traceability information is generally considered costly and error-prone. We argue to the contrary and hypothesize that such information can be effectively embedded into software assets, and that arising costs will be amortized by the benefits of this information later during development. We validate this hypothesis in a simulation study with three variant-rich systems: a smaller open-source system, a large commercial firmware system, and an open-source mobile app, all relying on cloning (a.k.a. forking) of projects. We simulate their development as if feature annotations were added, maintained, and exploited originally. To this end, we designed a lightweight code annotation technique to record feature-traceability information. In the study, we identify annotation evolution patterns and measure the cost and benefit of these annotations. Our results show that not only the cost of adding annotations, but also that of maintaining them is negligible compared to the actual development cost and maintaining costs of the entire software. Embedding the annotations into assets significantly reduced the maintenance cost because they naturally co-evolve with the assets. Our results also show that a majority of these annotations provides a benefit for feature-related code maintenance tasks, such as feature cloning and migrating clones into a platform.
... Hermann Ebbinghaus (1885Ebbinghaus ( /1964) established the ground-breaking "spacing effect" and "forgetting curve" theorems. The former accounts for why learners have better memory retention when they engage in spaced learning (i.e., multiple but short study sessions) compared to when they engage in massed learning (i.e., a single or few long study sessions). ...
Spaced repetition in Second Language Acquisition (SLA) research is a popular area of study, but few studies explore the learning of various aspects of word knowledge (Nation, 2001). Interleaved Spaced Repetition Software (ISRS) combines the principles of task interleaving (i.e., the reoccurring practice or study of multiple skills/concepts) and spaced repetition (i.e., interval-based study). This study enrolled 74 Japanese university EFL learners over two academic semesters to assess their acquisition of the New Academic Word List's (NAWL; Browne et al., 2013) word items supplemented with contextualized sentences, word/sentence audio and L1 translations (eNAWL; Kanazawa & Lafleur, 2023) while utilizing Interleaved Spaced Repetition Software (ISRS; i.e., digital flashcard study software) developed by the author. Some important findings were the uneven word knowledge pretest scores: "Meaning" (24.34%), "Form" (20.53%) and "Use" (13.16%), and the relatively even posttest score gains as encouraged by ISRS's task interleaving algorithm: "Meaning" (+16.71%), "Form" (+15.39%), and "Use" (+13.16%). Finally, the treatment group significantly outperformed the control group in total score gains (p = .002, r = .360). These results present a reasonable argument regarding task interleaving inclusion viability within spaced repetition systems to promote a balanced and deeper learning of vocabulary alongside longer-term retention.
... Theoretical explanations for the interleaving effect differ, with the two primary accounts focusing on temporal spacing and discriminative contrast. The former suggests that the interleaving effect is a manifestation of the well-established spacing effect (Ebbinghaus, 1885), wherein increased time between exposures to stimulus materials enhances learning (Carpenter et al., 2022;Cepeda et al., 2006;Jacoby et al., 2010). The latter proposes that interleaving causes learners to compare differences between categories, thereby enhancing learning (Birnbaum et al., 2013;S. ...
General Audience Summary
A growing body of research suggests that alternating between multiple concepts or topics during learning, which is also known as interleaving, is more effective than a traditional, one-topic-at-a-time approach, which is also known as blocking. There is also evidence that making guesses about information before studying the correct answers, or pretesting, can yield better learning than studying correct information without any guessing. This study investigated (a) the benefits of interleaving and/or pretesting for learning to identify different categories and (b) whether combining interleaving and pretesting—that is, viewing a series of concepts in an interleaved order and guessing the identity of each concept prior to learning the correct answer—might also improve learning. In each of the three experiments, adult participants learned to identify psychopathological disorders (e.g., cyclothymic disorder) via exposure to paragraph-long case study examples of each disorder. Learning was interleaved or blocked (alternating between concepts or focusing on one concept at a time) and involved pretesting or studying (guessing the identity of the disorder first or being told the specific disorder from the outset). After 5 min (Experiments 1 and 3) or 48 hr (Experiment 2), participants took a classification test wherein they had to identify disorders described in never-before-seen and previously viewed case studies. If learning involved interleaving or pretesting, then classification performance was improved relative to blocking or studying, respectively. If interleaving and pretesting were used together, then classification performance was even better. These results suggest that combining an effective scheduling approach (interleaving) and a beneficial learning activity (pretesting) can harness benefits of both strategies, yielding better learning than when either strategy is used alone. Accordingly, in analogous situations and possibly other contexts, learners stand to benefit most from using interleaving and pretesting in tandem.
... Hermann Ebbinghaus (1885Ebbinghaus ( /1964 established the ground-breaking "spacing effect" and "forgetting curve" theorems. The former accounts for why learners have better memory retention when they engage in spaced learning (i.e., multiple but short study sessions) compared to when they engage in massed learning (i.e., a single or few long study sessions). ...
This thesis consists of three studies that are related to Second Language Vocabulary Acquisition (SLVA) which has become its own important and popular research field within Second Language Acquisition (SLA). These studies entail important pedagogical implications in the area of digital flashcard vocabulary learning in foreign language education. The first, a pilot study, which collected survey data from ESL/EFL teachers in Japan, lays the foundation for the two main studies in terms of vocabulary teaching/learning considerations. The second study investigates the effects of Interleaved Spaced Repetition Software (ISRS) developed by the author for the purposes of vocabulary acquisition. The third and final study compares two versions of the author’s software, one which included daily gamified awards, and the other which did not. All three studies identified and addressed gaps in the research literature, implemented a mixed-methods approach in collecting and analyzing both quantitative and qualitative data from their participants, and most importantly, report evidence that holds important pedagogical implications in the area of digital flashcard vocabulary learning in foreign language education.
... By enhancing agents' self-adjustment capabilities through reflection, they can more effectively utilize historical information and make efficient decisions when faced with complex and dynamic tasks. From the Figure 1: An illustration of the SAGE perspective of self-evolution, we introduce a memory optimization mechanism based on the Ebbinghaus forgetting curv (Ebbinghaus, 1885). This mechanism helps agents selectively retain key information, optimize information storage and transmission, reduce unnecessary cognitive load, and enhance agents' capabilities in interaction tasks with the environment. ...
Large language models (LLMs) have made significant advances in the field of natural language processing, but they still face challenges such as continuous decision-making. In this research, we propose a novel framework by integrating iterative feedback, reflective mechanisms, and a memory optimization mechanism based on the Ebbinghaus forgetting curve, it significantly enhances the agents' capabilities in handling multi-tasking and long-span information.
... Xie, Chapeton, et al., 2023) Second, there has been a renewed interest in how prior knowledge supports WM behaviors. Early work has long-posited that "chunking" and prior knowledge are important means to get more mileage out of capacity-limited WM (e.g., it is much easier to hold in mind "DOG-CAT-TURTLE" than "XKY-QJC-PLZWDU") (Bower, 1972;Ebbinghaus, 1885Ebbinghaus, , 1913. New work is shedding light on how familiarity and meaningfulness of stimuli boost WM performance (Asp et al., 2021;Brady & Störmer, 2022;W. ...
Working memory is an evolving concept. Our understanding of the neural functions that support WM develops iteratively alongside the approaches used to study it, and both can be profoundly shaped by available tools and prevailing theoretical paradigms. Here, the organizers of the 2024 Working Memory Symposium – inspired by this year’s meeting – highlight current trends and looming questions in working memory research.
... This meant that correctly disposed items were shown at increasing intervals across the virtual training sessions in our study. Foundational research in psychology states that repetitions spaced across larger periods of time result in enhanced memory and learning compared with repetitions massed closer together, known as the spacing effect (Ebbinghaus 1885;Hintzman 1974). Research also shows that this spacing effect is observed in populations with learning difficulties, despite deficits in intellectual functioning (Haebig et al. 2019;Leonard et al. 2021;Leonard et al. 2022). ...
Background
People with intellectual disability (ID) demonstrate persistent challenges around developing life skills. Immersive virtual reality (IVR) is gaining interest as a tool for training life skills as it enables individuals to engage in hands‐on learning in a safe, controlled and repeatable environment. However, there are concerns about the potential drawbacks of IVR, such as cybersickness and practical challenges with using the equipment, which may hinder its widespread adoption in educational settings. The current study aimed to compare the effectiveness of training in IVR and a non‐immersive virtual environment for improving real‐world skills in people with ID.
Methods
In the present study, 36 adults (16 female, 20 male) with ID were recruited from a disability organisation. Participants completed a real‐world assessment of waste management skills before and after training in either the IVR or non‐immersive group.
Results
Consistent with our hypotheses, the IVR group scored significantly higher in the real‐world assessment after virtual training ( d = 1), and at the 1‐week follow‐up ( d = 1.12), compared with the non‐immersive group. Further analyses showed that the IVR group, but not the non‐immersive group, significantly improved performance in the real‐world assessment across timepoints.
Conclusions
The findings indicate that IVR was more effective for improving and retaining real‐world waste management skills. This study supports IVR as a viable tool for professionals and caregivers to develop skills for independent living among people with ID.
... For the forgetting widget the ratio of forgotten to acquired trophies is calculated. Forgetting is a fundamental concept in learning [9]. Wisely placed repetition can overcome forgetting and support skill acquisition [17]. ...
... where EQ represents EduQate, and Random represents a policy where the arms are selected at random. Prior work in educational settings has demonstrated that random policies can yield robust learning outcomes through spaced repetition [9,10]. Therefore, to establish efficacy, successful algorithms must demonstrate superiority over random policies. ...
There has been significant interest in the development of personalized and adaptive educational tools that cater to a student's individual learning progress. A crucial aspect in developing such tools is in exploring how mastery can be achieved across a diverse yet related range of content in an efficient manner. While Reinforcement Learning and Multi-armed Bandits have shown promise in educational settings, existing works often assume the independence of learning content, neglecting the prevalent interdependencies between such content. In response, we introduce Education Network Restless Multi-armed Bandits (EdNetRMABs), utilizing a network to represent the relationships between interdependent arms. Subsequently, we propose EduQate, a method employing interdependency-aware Q-learning to make informed decisions on arm selection at each time step. We establish the optimality guarantee of EduQate and demonstrate its efficacy compared to baseline policies, using students modeled from both synthetic and real-world data.
... SR as a principle for effective memorization is not controversial. Since Hermann Ebbinghaus (1885) published the results of his memory experiments-in which he memorized lists of thousands of made-up words, testing himself repeatedly over a period of years to discover the minimum gap between review sessions necessary to retain a word in memory-the effectiveness of spaced repetition has been tested and verified many times over (Dempster, 1988;Hintzman, 1974;Melton, 1970;Underwood, 1970;Von Wright, 1971). In the first half of the twentieth century, Spitzer (1939) published the results of an experiment that tested the spacing effect on 3,600 Iowan sixth graders. ...
Spaced repetition (SR) is a proven memory technique, yet few L2 classrooms implement it for vocabulary acquisition and retention. This paper details a case study that introduced spaced repetition software (SRS) for L2 vocabulary acquisition in a university Arabic language course. The paper analyzes the results of a questionnaire about the effectiveness of SRS distributed to twenty-two beginning Arabic students at a major university who were required to use the method for vocabulary acquisition. A discussion of the theoretical benefits of SRS versus actual classroom results follows. The paper concludes with a reflection on various problems encountered, including student motivation, and makes recommendations for introducing SRS in the L2 classroom based on the experiment.
... distributed learning produces longer-lasting memories than massed episodes of learning [29][30][31][32]. ...
Synapses form trillions of connections in the brain. Long-term potentiation (LTP) and long-term depression (LTD) are cellular mechanisms vital for learning that modify the strength and structure of synapses. Three-dimensional reconstruction from serial section electron microscopy reveals three distinct pre- to post-synaptic arrangements: strong active zones (AZs) with tightly docked vesicles, weak AZs with loose or non-docked vesicles, and nascent zones (NZs) with a postsynaptic density but no presynaptic vesicles. Importantly, LTP can be temporarily saturated preventing further increases in synaptic strength. At the onset of LTP, vesicles are recruited to NZs, converting them to AZs. During recovery of LTP from saturation (1–4 h), new NZs form, especially on spines where AZs are most enlarged by LTP. Sentinel spines contain smooth endoplasmic reticulum (SER), have the largest synapses and form clusters with smaller spines lacking SER after LTP recovers. We propose a model whereby NZ plasticity provides synapse-specific AZ expansion during LTP and loss of weak AZs that drive synapse shrinkage during LTD. Spine clusters become functionally engaged during LTP or disassembled during LTD. Saturation of LTP or LTD probably acts to protect recently formed memories from ongoing plasticity and may account for the advantage of spaced over massed learning.
This article is part of a discussion meeting issue ‘Long-term potentiation: 50 years on’.
... Research on learning has been of interest for a considerable period, ranging from the last quarter of the 19 th century with the early studies on learning and memory conducted by German psychologist Ebbinghaus (1885), until the recent contributions of the Dutch educational scientist Biesta (2018: p. 245) on the learnification of educational language 1 . Learning is a phenomenon that is influenced by a complex interplay of factors such as physiological, environmental, cognitive, emotional, motivational, and social factors (Domsch, 2014). ...
Learning appears to be a basic concept in educational science and psychology. In recent decades, the interest in learning has been growing in these disciplines. However, despite its conceptual prevalence, a closer look at the literature reveals the ambivalence of the learning concept. The main objective of this work is to contribute to the conceptual clarification of learning. Based on a scoping review of learning definitions stemming from the disciplines of educational science, philosophy and psychology a constructive analysis of the concept of learning was made to systematically analyze the term from an in-tegrative perspective of behavioral sciences and humanities. The enriched understanding of learning gained in this study has interesting implications for learning research and practice of education: Promoting knowledge acquisition by reasoning should be at the core of education.
... We see it in the case of Piotr Wozniak, developer of the memory-aiding program SuperMemo, by which he rules his life (Wolf, 2008). The program stores every bit of information and every new fact that Wozniak judges important or worth preserving, and, in a manner fully reminiscent of Ebbinghaus's (1885) theories of memory, then presents them again and again at precisely spaced intervals, until they have been fully assimilated. Wozniak takes his reliance on the program to an extreme degree and turns over the administration of his life to his personally designed computer system. ...
Play has been crucial in the evolution of our species, and has held a most important role in the development of our electronic scions as well. As the boundaries between human and machine become increasingly blurred, so do those between work and play and between life and games. The imminent advent of virtual reality as the favoured landscape for human interaction and the zest with which gamification has inherited the aims and strategies of prescriptive psychology are examples of how games will become a ferocious shaping force for our culture. Current trends lead us to believe that intelligent programs, reared in the playing of games like chess and checkers in their distant infancy, may now themselves become architects and providers of the games that will assuage an infantilized humankind.
... As noted previously, gameful learning has been shown to increase participant satisfaction/engagement and increase study times which has led to better learning outcomes in contrast to non-gameful/traditional learning. However, there is a lack of studies that address other potential benefits of gamification such as the possibility of improving autonomous learning skills and study/learning efficiency via the gamified encouragement of spaced study practices (i.e., to discourage cramming and encourage spreading out one's study efforts) as pioneered by Ebbinghaus (1885Ebbinghaus ( /1964 and later systemized into spaced study systems by others such as Leitner (1972) and Lafleur (2015). This study aims to explore the acquisition of the latter section (items 501~963; 463 words) of the New Academic Word List (NAWL; Browne et al., 2013) through the comparison of two versions of digital vocabulary flashcard learning software carefully designed by the author to control the two research software conditions; one which includes gamified daily awards to encourage spaced learning and discourage cramming (i.e., consecutive day awards, medals related to daily participation, and a bonus point counter), and one which does not. ...
Gamification in second language acquisition research is a popular topic, but there are few empirical comparative studies in the literature. This quasi-experimental mixed-approach study enrolled
77 Japanese university EFL learners to enable a comparison between two digital vocabulary flashcard learning software conditions carefully designed by the author; the gamified group’s software (group 1; n = 26) had daily awards (i.e., consecutive day awards, medals related to daily participation, and a bonus point counter in an effort to encourage spaced learning principles and discourage cramming) and the non-gamified group’s (group 0; n = 51) did not. The daily awards had a significant effect in encouraging the gamified group to spread out their study efforts throughout the 12-week study period more effectively than the control group as they completed a lower median number of tasks per active study day (non-gamified: 104.76, gamified: 82.11; p = .021, r(75) = –.264) but studied on more days to complete a similar total number of vocabulary tasks (non-gamified: 2313.00, gamified: 2228.50;
p = .601). Moreover, the gamified group significantly outperformed the non-gamified group in terms of vocabulary knowledge score gains between the pretest and posttest; p = .03, r(50) = .300. These results show the numerous and significant positive pedagogical impacts of gamified daily awards.
... For example, when performing a routine grocery shopping trip, it is not feasible to hold 20 different items actively in working memory. However, by taking advantage of associations in long-term memory, we can strategically retrieve "chunks" of items to effectively shop for all 20 items (e.g., "I should buy the ingredients I need to make caesar salad, lasagna, and tiramisù") (Bower, 1972;Cowan, 2001;Ebbinghaus, 1885Ebbinghaus, , 1913. Arguably, scenarios like this one are the most common way that we use working memory in the real world. ...
Working- and long-term memory are often studied in isolation. To better understand the specific limitations of working memory, effort is made to reduce the potential influence of long-term memory on performance in working memory tasks (e.g., asking participants to remember artificial, abstract items rather than familiar real-world objects). However, in everyday life we use working- and long-term memory in tandem. Here, our goal was to characterize how long-term memory can be recruited to circumvent capacity limits in a typical visual working memory task (i.e., remembering colored squares). Prior work has shown that incidental repetitions of working memory arrays often do not improve visual working memory performance – even after dozens of incidental repetitions, working memory performance often shows no improvement for repeated arrays. Here, we used a whole-report working memory task with explicit rather than incidental repetitions of arrays. In contrast to prior work with incidental repetitions, in two behavioral experiments we found that explicit repetitions of arrays yielded robust improvement to working memory performance, even after a single repetition. Participants performed above chance at recognizing repeated arrays in a later long-term memory test, consistent with the idea that long-term memory was used to rapidly improve performance across array repetitions. Finally, we analyzed inter-item response times and we found a response time signature of chunk formation that only emerged after the array was repeated (inter-response time slowing after two to three items); thus, inter-item response times may be useful for examining the coordinated interaction of visual working and long-term memory in future work.
... En vérité, la mémoire humaine n'est pas toujours aussi efficace pour la conservation de traces. Tout d'abord, elle est sujette à un phénomène d'oubli rapide et massif (Ebbinghaus, 1885). Elle est surtout un processus dynamique et réélabore constamment les différents souvenirs (Eustache & Guillery-Girard, 2016 ;Masson, 2020). ...
L'objectif de cet article est de mettre en évidence les conséquences de la culture juste sur le développement profes-sionnel en s'inspirant du travail de pilote de chasse. La culture juste est une pensée qui se repose sur le traitement et l'analyse des erreurs dans le but d'améliorer la sé-curité. Il y a une logique d'apprentissage et d'amélioration en continue. Cette pen-sée est très développée dans le monde de l'aviation militaire. Dans cette étude explo-ratoire, quatre pilotes de chasse sont inter-rogés sur leur manière d'apprendre, leur rapport aux erreurs et les traces qu'ils col-lectent. Les résultats montrent clairement chez ces pilotes leurs capacités réflexives. Ils ont confiance dans la formation reçue, mais aussi dans les produits issus de cette culture juste. De plus, ils développent une confiance dans le groupe des pairs. Ce tra-vail démontre clairement l'impact de cette culture juste dans la capacité de ces pi-lotes à se développer tout au long de leur carrière. Cependant, quelques apports de la pratique réflexive pourraient être inséré dans la formation et la carrière profession-nel pour valoriser et partager le développe-ment des compétences. Abstract The aim of this article is to highlight the impact of just culture on professional development, drawing inspiration from the work of fighter pilots. Just culture is a way of thinking based on the processing and analysis of errors, with the aim of improving safety. There is a logic of continuous learning and improvement. This type of thinking is highly developed in the world of military aviation. In this exploratory study, four fighter pilots were questioned about the way they learn, their relationship with errors and the traces they collect. The results clearly demonstrate the reflexive abilities of these pilots. They are confident not only in the training they have received, but also in the products that result from this just culture. They also develop confidence in the peer group. This work clearly demonstrates the impact of this just culture on these pilots' ability to develop throughout their careers. However , some of the benefits of reflective practice could be incorporated into training and careers to enhance and share skills development .
Bu kitap, modern psikolojinin temel kavramlarını ve yaklaşımlarını ele alarak, psikolojiye yeni adım atan öğrenciler ve konuyla ilgilenen tüm okuyucular için anlaşılır ve kapsamlı bir rehber sunmayı amaçlamaktadır. "Psikolojiye Giriş" adlı bu eser, psikoloji biliminin geniş yelpazesi içinde yer alan temel konuları özenle seçerek, okuyuculara hem teorik hem de pratik bilgilerle donanmış bir başlangıç noktası sunar.
Kitabın içeriği, psikolojinin tarihsel gelişiminden başlayarak, insan davranışını ve zihinsel süreçleri inceleyen çeşitli psikolojik yaklaşımlara kadar geniş bir kapsamı içermektedir. Bilimsel yöntemler, bilişsel süreçler, öğrenme, algı, güdülenme, kişilik, gelişim ve ruh sağlığı gibi temel konular, sade ve anlaşılır bir dille ele alınmıştır. Her bölüm, öğrencilerin ve okuyucuların konuları doğru anlamalarını sağlayacak şekilde yapılandırılmış, aynı zamanda akademik olarak sağlam ve çağdaş temellere dayanan bilgilerle desteklenmiştir.
Bu kitabı hazırlarken en büyük motivasyonum, psikolojiye olan merak ve ilgiyi artırarak, bu alanda daha derinlemesine bilgi sahibi olma yolunda meraklısına bir rehber sunmaktır. Psikoloji, insan davranışını ve zihinsel süreçleri anlamamıza yardımcı olan çok yönlü bir bilim dalıdır. Bu kitapla, psikolojinin büyüleyici dünyasına ilk adımı atmanızı umuyor, bu alandaki öğrenme yolculuğunuzda size rehberlik etmekten büyük mutluluk duyuyorum.
Bu eseri, Türk psikolojisine değerli katkılarıyla tanınan ve benim de üzerimde büyük emeği olan kıymetli hocam Dr. Sema Karakelle’ye armağan etmekten onur duyuyorum. Onun bilgi birikimi, rehberliği ve ilham verici yaklaşımı, bu kitabın oluşum sürecinde en büyük destekçim olmuştur. Kitabın her satırında onun çaba ve emeğini de hissedeceksiniz.
Kitabın siz değerli okuyuculara faydalı olmasını, psikoloji bilimine olan ilginizi artırmasını ve bu alanda yeni ufuklar açılmasına vesile olmasını diliyorum.
Der innerklinische Herz-Kreislauf-Stillstand stellt für Akteur:innen des therapeutischen Teams eine Ausnahmesituation dar, in der schnelles und adäquates Handeln als Maxime gesehen werden kann. Aufbauend auf Ausbildungsinhalte der verschiedenen Fachberufe des Gesundheitswesens werden akkreditierte Reanimationstrainings von nationalen Räten der Reanimation angeboten, die insbesondere für professionelle Helfer:innen in Reanimationsteams relevant sind. Neben der Fragestellung, ob mit der regelmäßigen Teilnahme an diesen Reanimationstrainings das Überleben von Patient:innen positiv beeinflusst wird, wird sich gefragt, ob aus dieser reduzierten Sichtweise generell die Teilnahme an den Trainings empfohlen werden kann.
In der Annahme, dass die Fähigkeiten für eine hochwertige Reanimation vergessen werden, wenn diese nicht regelmäßig wiederholt werden, wird zunächst der theoretische Hintergrund zum Verlernen und Transfer gelernter deklarativer und nicht-deklarativer Bestände in die Praxis aufgezeigt. Im Anschluss werden nach erfolgter systematischer Literaturrecherche Studienergebnisse, die einen Zusammenhang zwischen Reanimationstrainings und Überleben von Patient:innen erforschten, aufgezeigt. Dazu werden drei einzelne Kohortenstudien aus einem Review detektiert und miteinander verglichen.
Es kann gezeigt werden, dass es signifikante Verbesserungen des kurzzeitigen, sowie des langzeitigen Überlebens von Patient:innen nach der Reanimation von Akteur:innen, die einen akkreditierten Reanimationskurs absolvierten, gab. Eine signifikante Verbesserung des Überlebens bis zur Krankenhausentlassung kann nicht gezeigt werden. Alle verwendeten Studien haben einen niedrigen Evidenzgrad, weshalb in Anbetracht des theoretischen Hintergrundes hinterfragt wird, ob ausschließlich das Absolvieren eines regelmäßigen Reanimationskurses, die Verbesserungen des Überlebens erklären können. Kritisch wird angemerkt, dass die Reduktion auf die Teilnahme akkreditierter Kurse keine zufriedenstellende Erklärung geben kann, wenn diese nicht kritisch vor dem pädagogischen Hintergrund untersucht wird.
Schließlich werden Perspektiven aufzeigt, die das Lernen der professionellen Helfer:innen genauer analysieren und damit Erklärungen dazu geben können, wie deklarative und nicht-deklarative Bestände professioneller Helfer:innen nachhaltig gefestigt und damit konsekutiv das Überleben von Patient:innen nach einem Herz-Kreislauf-Stillstand verbessert werden könnten.
Background: In the achievement of optimal learning outcomes, knowledge retention presents a major concern for medical students and educators. Practical dissection courses facilitate the consolidation of knowledge of anatomy. Previously, it was shown that a regional anatomy dissec-tion course is more beneficial over a 3-month than a 1-month duration for gathering pre examination knowledge. This study aimed to assess if follow-up anatomy interventions help consolidate regional anatomy knowledge and facilitate knowledge retention of undergraduate medical students. It was hypothesized that knowledge retention could be enhanced using post-dissection teaching interventions. Methods: Upon completion of the dissection course, Objective Structured Practical Examinations (OSPEs) were performed for the neck, thorax, and abdomen immediately before the start of the oral examinations, with follow-ups at 6 and 12 months. Between each of the examinations, virtual and in-person lectures and seminars on (radiologic) anatomy and pathology were held, including Cinematic Rendering, but without additional teaching on human tissues. Results: Significant improvements were observed for knowledge of the neck and abdomen regions in the 6-and 12-month follow-up OSPEs. The effects of knowledge gain were less marked in ethanol-glycerin-than in Thiel-embalmed tissues. Student perceptions regarding tissue quality correlated positively with their assessment of tissue suitability for examination preparation. In conclusion, even anatomy teaching interventions not utilizing human tissues may help consolidate and improve regional anatomy knowledge over a one-year term. Conclusion: Knowledge retention can be enhanced by accompanying virtual with physical teaching interventions. Citation: Antipova, V.; Siwetz, M.; Engelhardt, M.; Fellner, F.A.; Manhal, S.; Niedermair, J.F.; Ondruschka, B.; Poilliot, A.J.; Wree, A.; Hammer, N. Knowledge
This book is a comprehensive compilation of articlescovering various topics in social science, science andtechnology, literature, and product innovation. Eacharticle is carefully selected and peer-reviewed byexperts in the respective fields. This ensures that thecontent is of the highest quality and provides valuableinsights into the latest developments. Moreover, theseproceedings also aim to guide readers towardsemerging mainstream topics, making it a valuableresource for researchers, academics, and professionalsseeking up-to-date information and guidance in theseareas. The collections are available online(https://zenodo.org/communities/apsproceedings/) andindexed by OpenAire and DOI provided by Zenodo.
Risiken und Limitationen der chirurgischen Zugangsminimierung: klinische Implikationen und technische Lösungsansätze
This concluding chapter presents a framework or model of learning processes that combines a wide range of viewpoints and theories. The model foregrounds the importance of reflection in relearning. Other core concepts are meaning, practice, feed back, feed forward, existence, habitus or routine, and toil. Learning results from trouble-shooting to address issues and overcome obstacles, a process that instils meaning in one’s existence. The chapter provides an alternative conceptual analysis of reflection within a discursive discussion of learning and meaning, concluding that a narrative theory of learning is to a large extent a theory of reflection. The ideas were previously explored in more detail in Relearning (Hermansen, 2005; Danish University of Education Press and CBSP) and are used here to draw together and conceptualise many of the ideas presented in previous chapters.
Research in cognitive science has highlighted the effectiveness of several learning techniques, and a number of studies have analyzed their prevalence among university students and their relationship with academic achievement. In this study, we surveyed a large, heterogeneous sample of secondary school students to reveal how often they use research-supported techniques in comparison with other frequent techniques, and we analyzed the association between their study strategies and school achievement. We also assessed the associations between study techniques and several students’ beliefs and attitudes toward learning (self-efficacy, goal orientation, control beliefs, growth mindset, and examination anxiety). Results showed that, except for distributed practice, only those techniques that are supported by previous research yielded an association with achievement, and they exhibited higher associations with self-efficacy, growth mindset, control beliefs, and learning goal orientation than non-supported techniques.
Supplementary Information
The online version contains supplementary material available at 10.1186/s41235-024-00567-5.
Proust was undoubtedly a pioneer in exploring cognitive processes engaged in memory. The analysis of the episode of the madeleine, as well as the study of Proust’s statements on the goals of his work, clearly reveal the visionary side of this author. Long before several concepts entered into mainstream scientific thought, Proust proposed, among other things, that recall was a reconstruction, that a sensory cue could provoke a memory recall, and that we should distinguish between voluntary and involuntary memory. Through numerous episodes of “involuntary reminiscence” scattered throughout his work, Proust illustrates a particular form of autobiographic memory recall: a recall that does not involve consciousness and whose starting point is an emotion provoked by a specific cue. This recall, which leads, according to Proust, to a more intense revival of the memory than voluntary recall, has only reached prominence in cognitive science more than 80 years later. Additionaly, Proust underlined the determinant role that emotion may have in this particular form of recall. On the other hand, studies on animals have shown that the presentation of a retrieval cue could induce emotional reactions followed by a facilitation of the memory retrieval associated with the cue. The existence of these data, which support Proust’s proposals, should encourage the neuroscience community to further explore, in humans and animals, this form of cue elicited emotion that initiated involuntary recall of autobiographical memory.
Time has an immense influence on our memory. Truncated encoding leads to memory for only the "gist" of an image, and long delays before recall result in generalized memories with few details. Here, we used crowdsourced scoring of hundreds of drawings made from memory after variable encoding (Experiment 1) and retentions of that memory (Experiment 2) to quantify what features of memory content change across time. We found that whereas some features of memory are highly dependent on time, such as the proportion of objects recalled from a scene and false recall for objects not in the original image, spatial memory was highly accurate and relatively independent of time. We also found that we could predict which objects were recalled across time based on the location, meaning, and saliency of the objects. The differential impact of time on object and spatial memory supports a separation of these memory systems.
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