Thesis (M.S.)--Brigham Young University. Dept. of Audiology and Speech-Language Pathology, 2005. / Includes bibliographical references (p. 77-83).

This dissertation examines speakers’ production of speech and representational gesture. It utilizes the Repetition Effect as the investigative tool. The Repetition Effect appears to vary by the tendency for some items to shorten when repeating, at least under the condition that speakers can primarily operate by their assumption of the state of knowledge of the listener. In speech, a highly conventionalized form of performance, word duration reduces within the same stretch of coherent discourse; then, it resets in the first mention of a new stretch of coherent discourse regardless of the state of knowledge to the speaker or the listener. Therefore, the Repetition Effect in speech is best analyzed as an automatic behavior triggered by discourse structure, rather than reflecting online changes in word accessibility for either interlocutor, be it for the speaker (Listener-neutral explanation) or for the listener (Listener-modeling explanation). The Repetition Effect in speech production in this dissertation will be accounted for within an exemplar model of the perception/production loop. However, in representational gestures, a much less conventionalized form of performance compared to speech, the Repetition Effect shows a different pattern. When speakers only operate by their assumption of the state of knowledge of the listener, without dynamic, appreciable listener feedback, they steadily reduce most types of representational gesture across tellings. Based on these results, it can be argued that representational gestures primarily serve as a part of speech production, rather than as communicative acts. That is, they are produced without regard to the novelty of the information to the listener, thus, consistent with the Listener-neutral explanation.

Sammanfattning   Studieteknik är ett begrepp där många olika tekniker ryms. Det kan kortfattat beskrivas med att planera, anteckna och repetera. Var elev behöver utrustas med en bred repertoar av strategier för att ta sig an de allt mer krävande uppgifterna genom sin studietid. Syftet med det här arbetet var till en början att utveckla en prototyp av ett läromedel om studieteknik. Tanken var att eleverna redan i årskurs 1-3 skulle få möjlighet att bekanta sig med flera olika studiestrategier. En uppgift som ganska snart visade sig vara för omfattande och därav fick omformuleras till att avse endast en teknik för årskurs 1-3. För att kartlägga befintliga läromedel på marknaden utfördes en marknadsanalys genom sökning på tretton olika förlags webbsidor. Efterforskningarna visade att en av de äldsta minnesteknikerna var sparsamt representerade i läromedelsutbudet för målgruppen. Det handlar om minnespalatsmetoden, en minnesteknik som har sina anor från antiken och bygger på en inre visuell associationsteknik. Ett spännande sätt att memorera men relativt outforskat i undervisningssammanhang. Oavsett vilken studieteknik det handlar om så krävs repetition för att förvärvade kunskaper inte ska falla i glömska. Utifrån dessa tankar utvecklades en prototyp för att konkretisera minnespalatsmetoden och skapa strategier för den så viktiga uppföljande repetitionen. Genom en workshop fångades spontana reflektioner upp gällande prototypens formgivning, innehåll och arbetssätt. På så sätt kunde förbättringsområden synliggöras och åtgärdas.

Modern methods of education pertaining to Jewish prayer services in schooling had been seen to be lacking when looking at the connection students feel while praying. Students will often be distracted or deliberately avoiding prayer since they are unaware of what is happening. The following research hopes to propose a system to increase engagement and connection by having individuals follow the prayers during the orated portions of prayer. By exposing a set of participants with limited knowledge of the Jewish prayer services to repeated exposure of reading while following along with the words, we hope to show an increase in connection and retention of the prayer to take with them to the next service they attend so they can feel a part of the community.

This study analyzes quantitative and qualitative differences in errors made during a nonword repetition task between children with dyslexia (n = 75) and their typically developing (TD) peers (n = 75). Participants were auditorily presented with 16 nonwords based on a CVC (consonant-vowel-consonant) pattern; nonwords varied from two to five syllables in length. Verbal responses were recorded, transcribed, and consonant phonemes were analyzed according to the following error types: substitutions, omissions, insertions, and transpositions. Analyses found that children with dyslexia perform more poorly on nonword repetition as compared to their TD peers. Specifically, during this nonword repetition task children with dyslexia differed from their TD peers in overall accuracy and omission errors. Groups did not differ in the quantity and quality of substitution, insertion, or transposition errors. Findings from this study may provide insight into mechanisms underlying phonological processing in children with dyslexia. Implications for future research and clinical work are also discussed.

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DOCTOR OF PHILOSOPHY (2018) McMaster University (Psychology) TITLE: The Repetition Decrement Effect: A Direct Measure of Encoding Costs Attributable to Prior Experience AUTHOR: Robert Nathan Collins, B.Sc. (hons.) (Memorial University of Newfoundland), Master of Applied Social Psychology (Memorial University of Newfoundland) SUPERVISOR: Professor Bruce Milliken NUMBER OF PAGES: xviii, 195 / The brain is the single most expensive organ in the human body (Berg, Tymoczko, & Stryer, 2002). Given that energy is scarce, evolutionary pressures ought to promote the development of cognitive systems that efficiently attend to and learn our environment (Christie & Schrater, 2015). One way of achieving efficiency involves reducing the amount of resources we devote to information that is already well-learned. Although the idea that attention is biased against redundancy is well supported (Posner & Cohen, 1984; Tipper, 1985), evidence for a similar bias in learning and memory is less clear. The classic spacing effect (Ebbinghaus, 1885) does imply that immediate repetitions triggers ‘deficient processing’ and poor memory relative to spaced repetitions (Hintzman, 1976). However, the link between the spacing effect and deficient processing relies on indirect inference. In this thesis, I propose that the repetition decrement effect (Rosner, López-Benítez, D’Angelo, Thomson, & Milliken, 2018) is a direct measure of deficient processing. The repetition decrement effect is a recognition memory deficit for words presented twice at study relative to words presented only once. In this thesis, this effect occurred when: (1) the first presentation of two identical words was poorly processed, and (2) the second presentation of two identical words followed immediately after the first. When repetitions were spaced, repetition always improved recognition. The interaction between repetition and spacing provides evidence that the repetition decrement effect is driven by the same ‘deficient processing’ mechanism that underlies the spacing effect. An instance model of memory (based on Minerva-AL; Jamieson, Crump, and Hannah, 2012) that mathematically formalises this deficient processing mechanism successfully predicted both the repetition decrement and spacing effects. The repetition decrement effect represents the strongest evidence to date that, like attention, learning mechanisms are mediated by an adaptive system that biases against the processing of redundant information. / Thesis / Doctor of Philosophy (PhD) / The brain is the single most energy demanding organ in the human body. Consequently, evolution ought to have produce adaptations that minimise redundant brain activity. One way to minimise redundant brain activity is to avoid re-learning what has already been learned. Counter-intuitively, this idea implies that we learn more when we know less and learn less when we know more. The present thesis focuses on a phenomenon I call the repetition decrement effect – poor memory for a word studied twice relative to a word studied once. This effect occurred when: (1) the first presentation of the word was ignored, and (2) the repetition of the word was immediate. These characteristics link the repetition decrement effect to the classic spacing effect and support the theory that our brain attempts to minimise energy expenditure related to the learning of redundant information.

På våra arbetsplatser märker både Rasmus och Jacob att studieteknik är ett område därmånga elever uppvisar brister. Många elever studerar antingen bara dagarna innan ett prov ellerinte alls, och det innebär att de har flera kursmoment de behöver ta igen senare. Den här studienär ett försök att testa en studiemetod som vi hoppas kommer gynna eleverna och lära dem hurman skulle bättre kunna planera sina studier. Grunden till studien har varit forskning av Dweck(1986), Deci et al. (1999) och McDaniel (2013) som skriver om hur elever motiveras tillskolarbete och hur repetition leder till inlärning. Vi har gjort en undersökning i studieteknik imatematik, där elever fått arbeta 15 minuter hemma varje dag under en månad och frågat hur detycker deras förmågor har förändrats. Vi har kommit fram till att storleken på effekten varierarmycket men verkar vara större bland elever som redan läst mer matematik. Bland de elever somdeltagit angav de som läser Matematik 2c en mycket större förbättring än de som läserMatematik 1a.

The aim of this study is to give insight into the word class nouns presented in the first level of the graded readers series Vamos a leer and the textbook Gracias 8, both teaching materials aimed at the secondary school in Sweden. More precisely, the following questions have been considered: (i) To what extent is the selection of nouns in the texts based on frequency criteria? (ii) To what degree does the noun occur enough times to gain knowledge of the word through incidental learning? (iii) Is there any difference between the graded readers and the textbook in terms of frequency and repetition of the nouns? To answer these questions, a corpus with all occurring nouns based on the texts of the two teaching materials has been compiled. The analyses show that regardless of the teaching material, the selection of nouns is partially based on frequency criteria, but also that there are insufficient repetitions to ensure that incidental learning through reading occur.