Thesis (M. Div. with Concentration : New Testament and Christian ministries)--Emmanuel School of Religion, 2005. / Vita. Includes bibliographical references (leaves 94-99).

Despite the vast number of studies that have examined the relationship between human memory and learning, few have examined learning and memory in more realistically valid environments. The current study examines learning memory in a classroom environment, specifically with students enrolled in a medical anatomy course. In addition to behavioral data, this study also uses electroencephalography (EEG) to examine the neural correlates of successful learning in medical students. A total of 37 students over 2 years was recruited from the Boston University School of Medicine to participate in this study. In the study, medical students were tested on a set of anatomical terms that they learned in the anatomy course. Testing occurred in three sessions: prior to the start of the course, immediately after the completion of the course, and 5 months after the completion of the course. In the experiment itself, students were presented with 176 anatomical terms (132 terms learned in the course and 44 terms deemed outdated) and then given three response choices: whether they "Can Define", are "Familiar" with, or "Don't Know" the term. While testing, the subject's scalp EEG was recorded to measure the brain's neural activity in response to anatomical terms displayed on the computer screen. Resulting EEG waveforms were separated and then averaged based on the response type in order to analyze the difference in amplitude for three neural correlates across distinct scalp sites when the students could define, were familiar with, or did not know the term. Results showed a higher amplitude in ERP readings for "Can Define" and "Familiar" responses for the early frontal effect, which is correlated with memorial familiarity. A higher "Don't Know" ERP wave was observed for the late parietal effect, which reflects memorial recollection. Lastly, a larger ERP amplitude was detected for "Familiar" and "Don't Know" responses for the late frontal effect, which is associated with post memory retrieval processing. Both Pearson correlation and multiple linear regression analyses were then run to investigate if any significant relationship between ERP amplitude and grades existed, and if so, the degree to which these electrophysiological responses can predict the course grades received. Final results found that the early frontal effect for the Can Define responses over the Right Posterior Superior scalp region is the best predictor variable, among the ones tested in the study, for student performance in the medical anatomy course. This finding has the potential to determine whether the information learned in a classroom environment has in fact been incorporated into long-term or even semantic memory. Through the findings of this study, we hope to determine if this method of measuring learning through EEG can be used as a useful indicator of long-lasting learning in classroom environments.

The relationship between memory organization skills and performance was investigated. The purpose was to investigate organization and training differences that might result in different performance under the recall TES effect. The recall test expectancy effect (TES) states that people who expect and receive a recall test perform significantly better than do people who expect a multiple choice test but receive a recall test (Balota & Neely, 1980). In Phase 1, half of the 96 female undergraduate participants were randomly assigned to a categorized word list while the other half were assigned to an unrelated word list (Tulving, 1962) condition. The subjects studied and recalled the same list of words over four study-test trials. The participants were divided into high and low organizer groups depending on their organization scores (Tulving & Sternberg, 1977) from Phase 1. Before Phase 2 the high and low organizer groups were randomly assigned to either a training or no training condition. The subjects in the no training condition went directly to Phase 2. The training period consisted of suggestions for organizing materials for better recall. In Phase 2 all of the subjects received three different word lists for each of three study-test trials. The first two tests were multiple choice (recognition) and the last was a surprise recall test. Thus, the subjects were led to expect a recognition test through practice. The results from all of the condition groups were in support of the traditional recall TES effect. This reflected qualitatively different processes used for recognition versus recall tests (Underwood, 1972). There was a significant relationship between organizational abilities from Phase 1 and performance on the surprise recall test in Phase 2 for the high organizers but not for the low organizers. Significant group differences were found when training was not provided; however, the training period eliminated organizational group differences in Phase 2. The results were interpreted within the theoretical frameworks of Anderson and Bower (1972, 1974) and Gillund and Shiffrin (1984). Future research should be aimed at identifying the practical organization strategies used by test-takers so that recall performance of students, especially low organizers, can be facilitated. / Graduate

The goal of this thesis is ultimately to answer the two questions raised and left unresolved in Plato’s Protagoras: What is virtue? Is virtue teachable? Following the dramatic order of Plato’s dialogues as outlined by Catherine Zuckert, I intend to show that the Meno returns to the issues raised and left unresolved in the Protagoras, but now with the idea of recollection. My intention is to look at how the idea of recollection, developed and associated with eros in the intervening dialogues, can help explain the nature of virtue and its teachability. I believe that we can come to answer both questions, “What is virtue?” and “Is virtue teachable?” posed in the Protagoras and the Meno by drawing on the ideas of anamnesis and eros as they appear in the Meno, Phaedrus, and Symposium.

No description available.

Bibliography: pages 333-356. / This investigation is concerned with what three children remembered or had forgotten of a second language after an interval of two years. An in-depth study, consisting of recognition and recall tests, was made of 13-year-old identical twin girls and their 9-year-old brother, who previously had been English/French bilinguals. A phenomenological approach was taken, which included the children's reaction to the tests, and their description of the personal framework within which the learning and forgetting had taken place. The findings, which are suggestive due to limited data, are: first, cognitive and maturational differences between the children caused the twins to retain more recognition and active recall of French than their brother; second, the twins showed a surprising difference in their recognition of French, pos9ibly caused by affective factors; third, all three children showed strongest recognition in the area of semantics, while in recall they retained phonology best; fourth, in the tests, habit memory and episodic memory were more durable than semantic memory. The investigation is a first step towards understanding how children forget a language in which they have been submersed.

The question posed in this investigation was: Which stimulus input mode, verbal, pantomime, or combined verbal and pantomime, is more effective in facilitating short term sequential recall of language material with aphasic adults?

Posthypnotic amnesia has been systematically investigated in the past and subsequently alluded to as either role enacted behavior or evidence for an altered state of consciousness. Recall and recognition have been tested during posthypnotic amnesia and as in normal memory functioning, recognition performance has been found to be usually superior to recall performance. In order to gain further understanding of the circumstances which facilitate amnesic behavior, an experiment was carried out which was designed to vary the usual manner in which recall and recognition memory are observed during posthypnotic amnesia.

The present study was an investigation of recall following presentation of diagnostic information. The setting was the Crippled Children's Division of the University of Oregon Medical School. The purpose of the study was to test the hypothesis that one session conferencing imparting diagnostic information to parents of handicapped children reduces recall. Additionally, it was hypothesized that multi-discipline conferencing is related to greater diagnostic recall than single discipline conferencing. The sample was made up of 20 parent units whose children were evaluated at the Crippled Children's Division for suspected Cerebral Palsy and/or Mental Retardation. There were ten families from the Cerebral Palsy Clinic and ten from the Mental Retardation Clinic. Three comparisons were made: (1) The amount of information presented at the staffing session was the baseline against which the amount of information imparted at the parent conference was compared. (2) The amount of information imparted at the parent conference was compared with the amount of information that was recalled six weeks later at the follow up interview. (3) The amount of information recalled at the time of the follow up interview was compared with the staffing information in order to determine the loss of diagnostic information. The results supported the hypotheses. Diagnostic congruence was by far, more the exception than the rule Implications suggest that additional follow up services are necessary.

京都大学 / 0048 / 新制・課程博士 / 博士(文学) / 甲第19436号 / 文博第714号 / 新制||文||631(附属図書館) / 32472 / 京都大学大学院文学研究科行動文化学専攻 / (主査)教授 蘆田 宏, 教授 藤田 和生, 准教授 齊藤 智 / 学位規則第4条第1項該当 / Doctor of Letters / Kyoto University / DGAM