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Better Recall (good + recall)
Selected AbstractsImpact of mood, framing, and need for cognition on decision makers' recall and confidenceJOURNAL OF BEHAVIORAL DECISION MAKING, Issue 1 2004Bård Kuvaas Abstract This study examined the impact of mood, information framing, and need for cognition on participants' amount of recall and level of confidence in a simulated business-decision-making setting. No main effect was obtained for either positive or negative mood. However, in support of the congruity,incongruity hypothesis, participants who received mood-congruent framing information (positive mood/positive framing and negative mood/negative framing) showed significantly better recall and were significantly less overconfident than those who received mood-incongruent framing information (positive mood/negative framing and negative mood/positive framing). Yet, congruity,incongruity effects were moderated by decision makers' need for cognition and were obtained only among participants' with a lower cognitive processing requirement. Copyright © 2004 John Wiley & Sons, Ltd. [source] The effects of graphical overviews on knowledge acquisition in hypertextJOURNAL OF COMPUTER ASSISTED LEARNING, Issue 2 2002T. De Jong Abstract A central aspect of designing hypertext for learning concerns the structure of the information in the hypertext and the view the learner is offered of this structure. In this study, a hypertext environment was enhanced with a graphical overview that represented the basic, inherent, structure of the domain and the layout was designed in such a way that learners were unobtrusively encouraged to follow a sequence of exploration that followed the domain structure. This so-called ,visual' lay-out was compared with two lay-outs that presented randomly positioned nodes. One of these two lay-outs contained hints (using ,highlighting') to stimulate learners to follow a domain related exploration similar to the one incorporated in the visual lay-out. The other (,control') lay-out did not provide such hints. Results showed that participants from both the ,visual' and the ,hints' conditions demonstrated a more domain-related exploration pattern than participants from the ,control' condition. Participants in the ,visual' lay-out did not show a better recall of the content of the nodes as such, but showed a significantly better acquisition of knowledge of structure than participants from the other two conditions. These data indicate that a visual display conveys knowledge in its own right and that knowledge gained does not depend on the exploration route followed in the hypertext material. [source] What Is Hard to Learn Is Easy to Forget: The Roles of Word Concreteness, Cognate Status, and Word Frequency in Foreign-Language Vocabulary Learning and ForgettingLANGUAGE LEARNING, Issue 1 2000Annette M. B. De Groot We looked at foreign-language (FL) vocabulary learning and forgetting in experienced FL learners, using a paired-associate training technique in which native-language words were paired with pseudowords. The training involved 6 presentations of the same 60 translation pairs, followed by a test after the 2nd, 4th, and 6th presentation round. A retest followed 1 week after training. The stimulus materials were manipulated on word concreteness, cognate status, and word frequency, and both productive and receptive testing took place. Cognates and concrete words were easier to learn and less susceptible to forgetting than noncognates and abstract words. Word frequency hardly affected performance. Overall, receptive testing showed better recall than productive testing. Theoretical accounts of these findings are proposed. [source] Motivations, Goals, Information Search, and Memory about Political CandidatesPOLITICAL PSYCHOLOGY, Issue 4 2001Li-Ning Huang This study investigated the ways in which motivations and goals affect patterns of political information-seeking and the consequent structure of memory about candidates. Undergraduate participants used a computerized system that displayed different layers of information about fictional political candidates; the system recorded the strategies they used to search through this information. Results showed that motivations to engage in effortful processing produced tendencies to engage in within-candidate searches, better recall, and memory structures clustered by candidate. The goal of forming impressions of the candidates, which was expected to lead to within-candidate searching, was in fact modestly associated with weaker tendencies to do so, once effort was taken into account. Impression-formation goals, however, were associated with less attribute-based memory structures. The findings confirm that the manner in which people acquire candidate information has important consequences for the way they store that information in memory, and that these processes vary according to individual motivations and goals. [source] Contextualizing Counterintuitiveness: How Context Affects Comprehension and Memorability of Counterintuitive ConceptsCOGNITIVE SCIENCE - A MULTIDISCIPLINARY JOURNAL, Issue 3 2007M. Afzal Upala Abstract A number of anthropologists have argued that religious concepts are minimally counterintuitive and that this gives them mnemic advantages. This paper addresses the question of why people have the memory architecture that results in such concepts being more memorable than other types of concepts by pointing out the benefits of a memory structure that leads to better recall for minimally counterintuitive concepts and by showing how such benefits emerge in the real-time processing of comprehending narratives such as folk tales. This model suggests that memorability is not an inherent property of a concept; rather it is a property of the concept, the context in which the concept is presented, and the background knowledge that the comprehendor possesses about the concept. The model predicts how memorability of a concept should change if the context containing the concept were changed. The paper also presents the results of experiments carried out to test these predictions. [source] Parent Reactions to a School-Based Body Mass Index Screening ProgramJOURNAL OF SCHOOL HEALTH, Issue 5 2009Suzanne Bennett Johnson PhD ABSTRACT Background:, This study assessed parent reactions to school-based body mass index (BMI) screening. Methods:, After a K-8 BMI screening program, parents were sent a letter detailing their child's BMI results. Approximately 50 parents were randomly selected for interview from each of 4 child weight,classification groups (overweight, at risk of overweight, normal weight, underweight) to assess parent recall of the letter, reactions to BMI screening, and actions taken in response to the child's BMI results. Results:, Most parents found the BMI screening letter easy to read and had poor recall of numerical information (eg, the child's BMI percentile) but good recall of the child's weight classification (eg, normal weight or overweight). Most parents, and ethnic-minority parents in particular, supported school-based BMI screening. Parents of children whose weight was outside of the normal range were more likely to recall receiving the letter and talking to the child and the child's doctor about it. Parents who recalled their child as being overweight were more likely to report changing the child's diet and activity level. Most parents, and ethnic-minority parents in particular, wanted their child to participate in an after-school exercise program. An overweight condition in parents, but not children, was associated with an interest in family-based cooking and exercise classes. Conclusions:, Most parents, and ethnic-minority parents in particular, viewed school-based BMI screening and after-school exercise programs favorably. Parents reported taking action in response to a BMI result outside of the normal range. Parents who were overweight themselves were particularly interested in family cooking and exercise classes. [source] | ||||||||||