The Read-Recite-Review Study Strategy: Effective and Portable

ABSTRACT— Two experiments with college students investigated the effectiveness of the 3R (read-recite-review) strategy for learning from educational texts. The 3R strategy was compared with rereading and note-taking study strategies using free-recall, multiple-choice, and short-answer inference tests immediately after study and after a 1-week delay. In Experiments 1 and 2, 3R improved immediate and delayed free recall of fact-based passages, relative to the rereading and note-taking strategies. In Experiment 2 , which used longer, more complex passages on engineering topics, performance on multiple-choice and problem-solving items was better in the 3R than in the rereading condition, and was equivalent in the 3R and note-taking conditions, though 3R took less study time than note taking. An inherent advantage of 3R relative to other testing methods for improving learning is that 3R is under the learner's control. These results indicate that it is also an efficacious study technique that capitalizes on the mnemonic potency of retrieval and feedback.     

Planning and on-line control of catching as a function of perceptual-motor constraints

Two experiments were conducted in order to investigate the adaptability and associated strategies of the human perceptuo-motor system to deal with changing constraints. In a catching task, perceptual-motor constraints were internally controlled by coupling movement onset of the catch and the illumination circuit in the lab: upon the first movement of the catcher, all lights went out within 3 ms. The authors studied (a) how much movement time catchers prefer if no visual information is available after movement onset, and (b) how movement execution changes under such temporal constraints. It was hypothesised that, in order to accomplish successful catching behaviour, (1) movement initiation would be postponed in order to allow sufficient information uptake before the lights went out, and (2) an alternative control strategy would have to be mobilised, since on-line control becomes inappropriate when catching in the dark. In the first experiment, the adaptation process to the light-dark paradigm was investigated. In the second experiment, the conclusions from experiment 1 were challenged under varying ball speeds. In order to maintain catching performance, subjects initiated the catch approximately 280 ms before ball-hand contact. Next to changes in temporal structure of the catch and subtle kinematic adaptations, evidence for a change in the control mode emerged: while an on-line control strategy was adopted under normal illumination, catching movements seemed to be executed as planned in advance when catching in the dark. Additionally, perceptual constraints seem to determine the time of movement initiation, rather than motor constraints. These results emphasize the capability of the human perceptuo-motor system to adjust promptly to new task constraints.     

Conceptual Integration Networks

Conceptual integration—“blending”—is a general cognitive operation on a par with analogy, recursion, mental modeling, conceptual categorization, and framing. It serves a variety of cognitive purposes. It is dynamic, supple, and active in the moment of thinking. It yields products that frequently become entrenched in conceptual structure and grammar, and it often performs new work on its previously entrenched products as inputs. Blending is easy to detect in spectacular cases but it is for the most part a routine, workaday process that escapes detection except on technical analysis. It is not reserved for special purposes, and is not costly. In blending, structure from input mental spaces is projected to a separate, “blended” mental space. The projection is selective. Through completion and elaboration, the blend develops structure not provided by the inputs. Inferences, arguments, and ideas developed in the blend can have effect in cognition, leading us to modify the initial inputs and to change our view of the corresponding situations. Blending operates according to a set of uniform structural and dynamic principles. It additionally observes a set of optimality principles.     

A Meta-Analysis of Neuropsychological Predictors of Outcome Following Stroke and Other Non-Traumatic Acquired Brain Injuries in Adults

Neuropsychology Review - A number of cognitive abilities have been reported to predict outcome following a non-traumatic acquired brain injury (ABI) in adults. However, the results are...     

Psychological Factors Associated with a Better Quality of Life Following Head-Up Tilt Testing

Quality of life (QoL) is reduced in patients with recurrent vasovagal (VVS) or unexplained syncope (US). Little is known concerning the natural evolution of QoL following diagnosis. Psychological factors contributing to QoL improvement, such as psychological distress and self-efficacy remain to be explored. The objective of this study is to examine whether QoL changes 2 months and 6 months following head-up tilt (HUT) testing as well as to determine whether psychological factors are predictive of changes in QoL. Seventy-three patients undergoing HUT for recurrent syncope were interviewed 1 month before as well as 2 months and 6 months following HUT, using semi-structured interviews and questionnaires. Pre-HUT QoL was significantly worse than at the 2-month (p = 0.000) and 6-month follow-ups (p = 0.000). Psychological distress at baseline was associated with worse QoL 2 months post-HUT (Beta = .280; p = .024), independently of socio-demographic and clinical factors. Improved self-efficacy at follow-up predicted improvements in QoL (Beta = −.186; p = .023). Two and 6 months post-HUT, QoL is mproved in patients with recurrent syncope. Better QoL is predicted by low psychological distress and a heightened sense of self-efficacy following HUT. Strategies for enhancing self-efficacy and reducing psychological distress could be an efficient way to promote QoL in patients suffering from recurrent syncope.     

A moderate financial incentive can increase effort,but not intelligence test performance in adult volunteers

A positive correlation between self-reported test-taking motivation and intelligence test performance has been reported. Additionally, some financial incentive experimental evidence suggests that intelligence test performance can be improved, based on the provision of financial incentives. However, only a small percentage of the experimental research has been conducted with adults. Furthermore, virtually none of the intelligence experimental research has measured the impact of financial incentives on test-taking motivation. Consequently, we conducted an experiment with 99 adult volunteers who completed a battery of intelligence tests under two conditions: no financial incentive and financial incentive (counterbalanced). We also measured self-reported test-taking importance and effort at time 1 and time 2. The financial incentive was observed to impact test-taking effort statistically significantly. By contrast, no statistically significant effects were observed for the intelligence test performance scores. Finally, the intelligence test scores were found to correlate positively with both test-taking importance (r_c = .28) and effort (r_c = .37), although only effort correlated uniquely with intelligence (partial r_c = .26). In conjunction with other empirical research, it is concluded that a financial incentive can increase test-taking effort. However, the potential effects on intelligence test performance in adult volunteers seem limited.     

Plan formation, retention, and execution in prospective memory: A new approach and age-related effects

Existing laboratory paradigms of prospective memory instruct subjects to remember to perform a single, isolated act at an appropriate point in the experiment. These paradigms do not completely capture many everyday complex prospective memory situations in which a series or set of delayed actions is planned to be executed in some subsequent period of time. We adapted a laboratory paradigm within which to study these prospective memory processes, and we investigated age-related influences on these prospective memory processes. Age-related declines were found in the planning, initiation, and execution of the set of tasks. In contrast, there were no age differences in plan retention or in the fidelity with which the plan was performed.     

Wernicke''s aphasia in a 10-year-old boy

We report the case of a ten-year-old boy, who, after herpes simplex encephalitis, presented a sensory aphasia having much in common with Wernicke's aphasia in adults. The genesis of neologisms appeared very similar to the mechanisms described by Buckingham and Kertesz (1974, Brain and Language, 1, 43-61). The findings are discussed in the light of theories of hemispheric specialization and of age-related semiologies.     

Qualitative and quantitative considerations in encoding difficulty effects

We hypothesized that the effects of encoding difficulty on the memorability of verbal material would depend on both the type of processing induced by the difficulty manipulation and the type of processing afforded by the material. We predicted that if the processing induced by encoding difficulty were complementary to the processing afforded by the material, then difficulty would enhance recall more so than if the processing induced by the two sources were redundant. These expectations were tested by requiring subjects to process either a structured or an unstructured word list with either a sorting task or a pleasantness rating task; the difficulty of each orienting task was also manipulated. We assumed that sorting and pleasantness rating required primarily relational and individual-item processing, respectively, and that the structured and unstructured word lists afforded relational and individual-item processing, respectively. These assumptions were supported by clustering in free recall and by recognition performance. The primary finding was that difficult sorting increased recall only for the unrelated list, whereas difficult pleasantness judgments increased recall most robustly for the related list. These results support the present framework and help illuminate the boundary conditions of the “difficulty effect.”