Lack of spacing effects during piano learning.
Ontology highlight
ABSTRACT:
SUBMITTER: Wiseheart M
PROVIDER: S-EPMC5553926 | biostudies-other | 2017
REPOSITORIES: biostudies-other
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Project description:PurposeThe purpose of this article was to examine how different types of learning experiences affect naming impairment in aphasia.MethodsIn 4 people with aphasia with naming impairment, we compared the benefits of naming treatment that emphasized retrieval practice (practice retrieving target names from long-term memory) with errorless learning (repetition training, which preempts retrieval practice) according to different schedules of learning. The design was within subjects. Items were administered for multiple training trials for retrieval practice or repetition in a spaced schedule (an item's trials were separated by multiple unrelated trials) or massed schedule (1 trial intervened between an item's trials). In the spaced condition, we studied 3 magnitudes of spacing to evaluate the impact of effortful retrieval during training on the ultimate benefits conferred by retrieval practice naming treatment. The primary outcome was performance on a retention test of naming after 1 day, with a follow-up test after 1 week.ResultsGroup analyses revealed that retrieval practice outperformed errorless learning, and spaced learning outperformed massed learning at retention test and at follow-up. Increases in spacing in the retrieval practice condition yielded more robust learning of retrieved information.ConclusionThis study delineates the importance of retrieval practice and spacing for treating naming impairment in aphasia.
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Project description:A current controversy in the area of implicit statistical learning (ISL) is whether this process consists of a single, central mechanism or multiple modality-specific ones. To provide insight into this question, the current study involved three ISL experiments to explore whether multimodal input sources are processed separately in each modality or are integrated together across modalities. In Experiment 1, visual and auditory ISL were measured under unimodal conditions, with the results providing a baseline level of learning for subsequent experiments. Visual and auditory sequences were presented separately, and the underlying grammar used for both modalities was the same. In Experiment 2, visual and auditory sequences were presented simultaneously with each modality using the same artificial grammar to investigate whether redundant multisensory information would result in a facilitative effect (i.e., increased learning) compared to the baseline. In Experiment 3, visual and auditory sequences were again presented simultaneously but this time with each modality employing different artificial grammars to investigate whether an interference effect (i.e., decreased learning) would be observed compared to the baseline. Results showed that there was neither a facilitative learning effect in Experiment 2 nor an interference effect in Experiment 3. These findings suggest that participants were able to track simultaneously and independently two sets of sequential regularities under dual-modality conditions. These findings are consistent with the theories that posit the existence of multiple, modality-specific ISL mechanisms rather than a single central one.
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Project description:Given that Chinese writing conventions lack inter-word spacing, understanding whether and how readers of Chinese segment regular unspaced Chinese writing into words is an important question for theories of reading. This study examined the processing outcomes of introducing spaces to written Chinese sentences in varying positions based on native speaker consensus. The measure of consensus for every character transition in our stimuli sentences was the percent of raters who placed a word boundary in that position. The eye movements of native readers of Chinese were recorded while they silently read original unspaced sentences and their experimentally manipulated counterparts for comprehension. We introduced two types of spaced sentences: one with spaces inserted at every probable word boundary (heavily spaced), and another with spaces placed only at highly probable word boundaries (lightly spaced). Linear mixed-effects regression models showed that heavily spaced sentences took identical time to read as unspaced ones despite the shortened fixation times on individual words (Experiment 1). On the other hand, reading times for lightly spaced sentences and words were shorter than those for unspaced ones (Experiment 2). Thus, spaces proved to be advantageous but only when introduced at highly probable word boundaries. We discuss methodological and theoretical implications of these findings.
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Project description:Information and communication technology (ICT) becomes more prevalent in education but its general efficacy and that of specific learning applications are not fully established yet. One way to further improve learning applications could be to use insights from fundamental memory research. We here assess whether four established learning principles (spacing, corrective feedback, testing, and multimodality) can be translated into an applied ICT context to facilitate vocabulary learning in a self-developed web application. Effects on the amount of newly learned vocabulary were assessed in a mixed factorial design (3×2×2×2) with the independent variables Spacing (between-subjects; one, two, or four sessions), Feedback (within-subjects; with or without), Testing (within-subjects, 70 or 30% retrieval trials), and Multimodality (within-subjects; unimodal or multimodal). Data from 79 participants revealed significant main effects for Spacing [F(2,76) = 8.51, p = 0.0005, ηp2=0.18 ] and Feedback [F(1,76) = 21.38, p < 0.0001, ηp2=0.22 ], and a significant interaction between Feedback and Testing [F(1,76) = 14.12, p = 0.0003, ηp2=0.16 ]. Optimal Spacing and the presence of corrective Feedback in combination with Testing together boost learning by 29% as compared to non-optimal realizations (massed learning, testing with the lack of corrective feedback). Our findings indicate that established learning principles derived from basic memory research can successfully be implemented in web applications to optimize vocabulary learning.
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Project description:Reg1 is a regulatory subunit of Glc7, the type 1 Ser/Thr protein phosphatase in the yeast Saccharomyces cerevisiae. The Reg1/Glc7 complex is responsible for the dephosphorylation and inactivation of the Snf1 protein kinase, thus controlling Snf1 functions (i.e. expression of glucose-repressed genes). Snf1 is also involved in the response to certain stresses, such as alkaline pH. Surprisingly, both snf1 and reg1 mutants are hypersensitive to high pH. We show here that this phenotype in the reg1 strain is unrelated to the role of Reg1 in regulating Snf1, but depends on the ability of Reg1 to interact with Glc7. Transcriptomic profiling of reg1 cells in the absence or the presence of high pH stress and biochemical analyses suggest that lack of Reg1 impedes the normal downregulation of Pma1 in response to high pH stress. Our results highlight a role of Reg1/Glc7 in the regulation of Pma1 function and hence in the overall cellular cation homeostatic mechanisms.
2014-10-31 | GSE36251 | GEO
Project description:In this study, we examined students' natural studying behaviors in massive, open, online course (MOOC) on introductory psychology. We found that, overall, distributing study across multiple sessions-increasing spacing-was related to increased performance on end-of-unit quizzes, even when comparing the same student across different time-points in the course. Moreover, we found important variation on who is more likely to engage in spaced study and benefit from it. Students with higher ability and students who were more likely to complete course activities were more likely to space their study. Spacing benefits, however, were largest for the lower-ability students and for those students who were less likely to complete activities. These results suggest that spaced study might work as a buffer, improving performance for low ability students and those who do not engage in active practices. This study highlights the positive impact of spacing in real-world learning situations, but more importantly, the role of self-regulated learning decisions in shaping the impact of spaced practice.
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Project description:The negative relationship between birth interval length and neonatal mortality risks is well documented, but heterogeneity in this relationship has been largely ignored. Using the Bangladesh Maternal Mortality and Health Care Survey 2010, this study investigates how the effect of birth interval length on neonatal mortality risks varies by maternal age at birth and maternal education. There is significant variation in the effect of interval length on neonatal mortality along these dimensions. Young mothers and those with little education, both of which make up a large share of the Bangladeshi population, can disproportionately benefit from longer intervals. Because these results were obtained from within-family models, they are not due to unobservable heterogeneity between mothers. Targeting women with these characteristics may lead to significant improvements in neonatal mortality rates, but there are significant challenges in reaching them.
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Project description:To analyze three row orientations (south-north, east-west, southwestern 20°) and two row spacings ('65 + 65', '160 + 40'), we investigated the effect of row orientation and planting pattern on photosynthetic performance, physiological and biochemical indicators related to the aging of leaves. Results revealed that during maturity stage, in north-south and east-west, the initial fluorescence (Fo) at '65 + 65' were higher than those under'160 + 40'; the maximum quantum yield of PS2 photochemistry(ΦP0), basal quantum yield of non-photochemical processes in PS2(ΦN0)of the lower leaves and photosynthetic rate of the upper and ear leaves under'160 + 40'were higher than those under'65 + 65'. The polyphenoloxidase (POD) activities of leaves at different positions under '160 + 40' were higher than that under'65 + 65', while the malondialdehyde (MDA) content was lower. The photosynthesis rate, superoxide dismutase (SOD) and catalase (CAT) activity of leaves at different positions under southwestern 20° '160 + 40' were higher than others. Whilst MDA content '160 + 40' were lower. Therefore, in De Hui City, Jilin Province, southwestern 20° '160 + 40' delayed leaf senescence at the late stage of growth of maize, as well as the effect of increasing maize yield was most obvious.
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Project description:Reg1 is a regulatory subunit of Glc7, the type 1 Ser/Thr protein phosphatase in the yeast Saccharomyces cerevisiae. The Reg1/Glc7 complex is responsible for the dephosphorylation and inactivation of the Snf1 protein kinase, thus controlling Snf1 functions (i.e. expression of glucose-repressed genes). Snf1 is also involved in the response to certain stresses, such as alkaline pH. Surprisingly, both snf1 and reg1 mutants are hypersensitive to high pH. We show here that this phenotype in the reg1 strain is unrelated to the role of Reg1 in regulating Snf1, but depends on the ability of Reg1 to interact with Glc7. Transcriptomic profiling of reg1 cells in the absence or the presence of high pH stress and biochemical analyses suggest that lack of Reg1 impedes the normal downregulation of Pma1 in response to high pH stress. Our results highlight a role of Reg1/Glc7 in the regulation of Pma1 function and hence in the overall cellular cation homeostatic mechanisms. We identified the transcription pattern of reg1 cells (2 chips). We also identified the changes in the expression profiles caused by alkalinization of the medium (pH8 vs. pH5.5 for 10 min) in the reg1 strain (2chips) Total: 4 chips Changes in the transcriptomic profile in WT cells cause by alkalinization of the medium are included in Series GSE25697 (GSM631186, GSM631187, GSM631188 and GSM631189)
2014-10-31 | E-GEOD-36251 | biostudies-arrayexpress
Project description:Expressive writing about past negative events has been shown to lead to a slew of positive outcomes. However, little is known about why writing about something negative would have positive effects. While some have posited that telling a narrative of a past negative event or current anxiety "frees up" cognitive resources, allowing individuals to focus more on the task at hand, there is little neural evidence suggesting that expressive writing has an effect on cognitive load. Moreover, little is known about how individual differences in the content of expressive writing could affect neural processing and the cognitive benefits writing confers. In our experiment, we compared brain activity in a group that had engaged in expressive writing vs. a control group, during performance on a feedback-based paired-associate word-learning task. We found that across groups, differential activation in the dorsal striatum in response to positive vs. negative feedback significantly predicted better later memory. Moreover, writing about a past failure resulted in more activation relative to the control group during the learning task in the mid-cingulate cortex (MCC), an area of the brain crucial to processing negative emotion. While our results do not provide support for the assertion that expressive writing alters attentional processing, our findings suggest that choosing to write about particularly intense past negative experiences like a difficult past failure may have resulted in changes in neural activation during task processing.
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