scholarly journals Optimal Schedules in Multitask Motor Learning

2016 ◽  
Vol 28 (4) ◽  
pp. 667-685 ◽  
Author(s):  
Jeong Yoon Lee ◽  
Youngmin Oh ◽  
Sung Shin Kim ◽  
Robert A. Scheidt ◽  
Nicolas Schweighofer
Keyword(s):  
Motor Learning ◽  
Computational Models ◽  
Practical Importance ◽  
State Space Model ◽  
Retention Performance ◽  
Single Session ◽  
Term Retention ◽  
Long Term Retention ◽  
Do So

Although scheduling multiple tasks in motor learning to maximize long-term retention of performance is of great practical importance in sports training and motor rehabilitation after brain injury, it is unclear how to do so. We propose here a novel theoretical approach that uses optimal control theory and computational models of motor adaptation to determine schedules that maximize long-term retention predictively. Using Pontryagin’s maximum principle, we derived a control law that determines the trial-by-trial task choice that maximizes overall delayed retention for all tasks, as predicted by the state-space model. Simulations of a single session of adaptation with two tasks show that when task interference is high, there exists a threshold in relative task difficulty below which the alternating schedule is optimal. Only for large differences in task difficulties do optimal schedules assign more trials to the harder task. However, over the parameter range tested, alternating schedules yield long-term retention performance that is only slightly inferior to performance given by the true optimal schedules. Our results thus predict that in a large number of learning situations wherein tasks interfere, intermixing tasks with an equal number of trials is an effective strategy in enhancing long-term retention.

The role of retrieval practice in memory and analogical problem-solving

2018 ◽  
Vol 72 (4) ◽  
pp. 858-871 ◽  
Author(s):  
Autumn B Hostetter ◽  
Elizabeth A Penix ◽  
Mackenzie Z Norman ◽  
W Robert Batsell ◽  
Thomas H Carr
Keyword(s):  
Problem Solving ◽  
Retrieval Practice ◽  
Analogous Problem ◽  
Sources Of Information ◽  
Term Retention ◽  
Analogical Problem ◽  
Long Term Retention ◽  
Do So

Retrieval practice (e.g., testing) has been shown to facilitate long-term retention of information. In two experiments, we examine whether retrieval practice also facilitates use of the practised information when it is needed to solve analogous problems. When retrieval practice was not limited to the information most relevant to the problems (Experiment 1), it improved memory for the information a week later compared with copying or rereading the information, although we found no evidence that it improved participants’ ability to apply the information to the problems. In contrast, when retrieval practice was limited to only the information most relevant to the problems (Experiment 2), we found that retrieval practice enhanced memory for the critical information, the ability to identify the schematic similarities between the two sources of information, and the ability to apply that information to solve an analogous problem after a hint was given to do so. These results suggest that retrieval practice, through its effect on memory, can facilitate application of information to solve novel problems but has minimal effects on spontaneous realisation that the information is relevant.

scholarly journals The Impact of Feedback Frequency on Performance in a Novel Speech Motor Learning Task

2017 ◽  
Vol 60 (6S) ◽  
pp. 1712-1725 ◽  
Author(s):  
Mara Steinberg Lowe ◽  
Adam Buchwald
Keyword(s):  
Motor Learning ◽  
Learning Task ◽  
Short Term ◽  
Time Points ◽  
Term Retention ◽  
Long Term Retention ◽  
Speech Motor Learning ◽  
The Impact ◽  
Speech Motor

Purpose This study investigated whether whole nonword accuracy, phoneme accuracy, and acoustic duration measures were influenced by the amount of feedback speakers without impairment received during a novel speech motor learning task. Method Thirty-two native English speakers completed a nonword production task across 3 time points: practice, short-term retention, and long-term retention. During practice, participants received knowledge of results feedback according to a randomly assigned schedule (100%, 50%, 20%, or 0%). Changes in nonword accuracy, phoneme accuracy, nonword duration, and initial-cluster duration were compared among feedback groups, sessions, and stimulus properties. Results All participants improved phoneme and whole nonword accuracy at short-term and long-term retention time points. Participants also refined productions of nonwords, as indicated by a decrease in nonword duration across sessions. The 50% group exhibited the largest reduction in duration between practice and long-term retention for nonwords with native and nonnative clusters. Conclusions All speakers, regardless of feedback schedule, learned new speech motor behaviors quickly with a high degree of accuracy and refined their speech motor skills for perceptually accurate productions. Acoustic measurements may capture more subtle, subperceptual changes that may occur during speech motor learning. Supplemental Materials https://doi.org/10.23641/asha.5116324

Statistical evaluation of bioretention system for hydrologic performance

2015 ◽  
Vol 71 (11) ◽  
pp. 1742-1749 ◽  
Author(s):  
Z. Y. Li ◽  
K. M. Lam
Keyword(s):  
Hong Kong ◽  
Hydraulic Conductivity ◽  
Area Ratio ◽  
Retention Performance ◽  
Watershed Area ◽  
Bioretention System ◽  
Term Retention ◽  
Soil Media ◽  
Long Term Retention

Long-term retention performance is a common performance indicator for low-impact development practices, such as rain barrels, rain gardens, and green roofs. This paper introduces a numerical approach for the estimation of annual retention ratios of stormwater by bioretention. The annual retention ratio is taken as the ratio of the annual accumulated volume of stormwater retained by bioretention over the total volume of runoff draining into the system. The hydrologic model Storm Water Management Model (SWMM) is used to simulate the relevant flows of a bioretention system with parametric variations of the watershed area ratio and hydraulic conductivity of the soil media. Under these two dominant performance-governing parameters, retention ratios are calculated using the 10-year (2004–2013) rainfall record in Hong Kong at 1-min intervals. This indicator can be readily applied to estimate the long-term retention performance of a bioretention using particular values of watershed area ratio and hydraulic conductivity of soil media under the climate of Hong Kong. The study also analyzes the influence of variation of annual precipitation on the estimated retention performance. Flow data monitored on a pilot-scale physical model of bioretention during a number of rainfall events are used to validate the numerical simulation.

Long-term retention is greater following closed-book tests than open-book tests

2006 ◽  
Author(s):  
Pooja K. Agarwal ◽  
Jeffrey D. Karpicke ◽  
Sean H. Kang ◽  
Henry L. Roediger ◽  
Kathleen B. McDermott
Keyword(s):  
Open Book ◽  
Term Retention ◽  
Long Term Retention

Retrieval practice promotes long-term retention irrespective of the placement

2020 ◽  
Author(s):  
alice latimier ◽  
Arnaud Rierget ◽  
Son Thierry Ly ◽  
Franck Ramus
Keyword(s):  
Retention Interval ◽  
Retrieval Practice ◽  
Memory Retention ◽  
Term Retention ◽  
Long Term Retention

The current study aimed at comparing the effect of three placements of the re-exposure episodes on memory retention (interpolated-small, interpolated-medium, postponed), depending on whether retrieval practice or re-reading was used, and on retention interval (one week vs one month).

scholarly journals Efficacy of implementing intermittent STOP THE BLEED® reviews on long term retention of hemorrhage control skills of first year medical students

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Enkhtsogt Sainbayar ◽  
Nathan Holt ◽  
Amber Jacobson ◽  
Shalini Bhatia ◽  
Christina Weaver
Keyword(s):  
Medical Students ◽  
Intervention Group ◽  
Training Session ◽  
Likert Scale ◽  
Control Group ◽  
First Year ◽  
Hemorrhage Control ◽  
Term Retention ◽  
Long Term Retention

Abstract Context Some medical schools integrate STOP THE BLEED® training into their curricula to teach students how to identify and stop life threatening bleeds; these classes that are taught as single day didactic and hands-on training sessions without posttraining reviews. To improve retention and confidence in hemorrhage control, additional review opportunities are necessary. Objectives To investigate whether intermittent STOP THE BLEED® reviews were effective for long term retention of hemorrhage control skills and improving perceived confidence. Methods First year osteopathic medical students were asked to complete an eight item survey (five Likert scale and three quiz format questions) before (pretraining) and after (posttraining) completing a STOP THE BLEED® training session. After the surveys were collected, students were randomly assigned to one of two study groups. Over a 12 week intervention period, each group watched a 4 min STOP THE BLEED® review video (intervention group) or a “distractor” video (control group) at 4 week intervals. After the 12 weeks, the students were asked to complete an 11 item survey. Results Scores on the posttraining survey were higher than the pretraining survey. The median score on the five Likert scale items was 23 points for the posttraining survey and 14 points for the pretraining survey. Two of the three knowledge based quiz format questions significantly improved from pretraining to posttraining (both p<0.001). On the 11 item postintervention survey, both groups performed similarly on the three quiz questions (all p>0.18), but the intervention group had much higher scores on the Likert scale items than the control group regarding their confidence in their ability to identify and control bleeding (intervention group median = 21.4 points vs. control group median = 16.8 points). Conclusions Intermittent review videos for STOP THE BLEED® training improved medical students’ confidence in their hemorrhage control skills, but the videos did not improve their ability to correctly answer quiz-format questions compared with the control group.

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