This study investigates the effect of elaborate retrieval, which is a byproduct of spaced practice, on adult cognition. It was hypothesized that elaborate re-conceptualization of new information, within a context that was disparate from the one used during learning, could facilitate learning transfer through the development of a broader conceptual frame of reference. The re-conceptualization task was not expected to degrade rote definitional memory. The two re-conceptualization tasks used in this study were termed model-building and free study. The model building task required the development of a personalized conceptual model using information provided within three spaced narrated information passages. The free study task required the unaided study of all three passages. Transfer of learning and rote memory were evaluated using a general knowledge test and a knowledge extension test. These tests were given at the end of the experiment. The general knowledge test required participants to match concept labels and definitions which were provided during the experiment. The knowledge extension test required participants to transfer knowledge amassed during the experiment to a complex “real world” situation. The results demonstrated that learners, who completed the spaced re-conceptualization task, improved their ability to transfer new information as the spacing intervals lengthened. Participants who were required to study the same information without any instruction did not show learning transfer improvement. Both groups illustrated parallel improvements in rote memorization due to spacing. / Thesis (Master, Education) -- Queen's University, 2007-12-19 09:35:45.095

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Students often have a difficult time understanding native speakers of their target language. This thesis examines two theories that may help students better understand NSs: spaced versus massed practice and the use of technology to enhance input. The study had the students of four sections of German 101 at BYU, divided into a spaced practice group that watched authentic German videos five minutes a day, six days a week for seven weeks and a massed practice group that watched authentic German videos for half an hour, one day a week for seven weeks, then gave them an immediate and a delayed listening comprehension posttest to see which improved more, along with several surveys to learn more about extraneous variables and the student experience with the activity. The results showed no significant difference between the two groups, but this is likely due to the many limitations of the study. The two biggest limitations were that of the 75 potential participants, only 13 allowed for their information to be used and had usable information, and that all of those 13 participants did too well on both posttests to be able to differentiate between them, so no conclusions were able to be drawn from this study.

Kärnkraftsindustrin är en bransch som präglas av avancerad teknik och omfattande säkerhetskrav. För att säkerställa en trygg arbetsmiljö krävs därför kontinuerlig fortbildning av medarbetarna. Syftet med denna studie var att undersöka en strålskyddsutbildning på ett svenskt kärnkraftverk och bidra med förslag på hur utbildningen kan förbättras för att minska kunskapsbortfallet över tid hos medarbetarna. För att utvärdera kunskapsbortfallet genomfördes en enkätundersökning med frågeformulär innehållandes kunskapsprov. Som grund för förbättringsförslagen intervjuades lärare som undervisar den utvalda kursen. Enkätsvaren analyserades statistiskt och intervjuerna behandlades med tematisk analys. En svag korrelation mellan kunskapsnivå och tid uppmättes men undersökningen visade även att medarbetarna hade goda teoretiska kunskaper om kursinnehållet även lång tid efter kurstillfället. Förbättringsförslag som presenteras inkluderar bland annat mer stöttning till lärarna för att säkerställa fysikalisk förståelse och bra exempel på erfarenhetsåterföring, samt utveckling av lokalerna för att stimulera samtal och mer autenticitet i det praktiska momentet. Det goda kunskapsresultatet styrker lärarnas bild av att radiologiska tillbud på kärnkraftverket förmodligen inte i första hand beror på kunskapsbrist utan snarare på andra faktorer så som attityd, stress och slarv. / The nuclear power industry is characterized by advanced technology and extensive safety requirements. Continuous training of employees must therefore ensure a safe working environment. The purpose of this study was to investigate a radiation protection training at a Swedish nuclear power plant and contribute suggestions on how the course can be improved to reduce knowledge loss over time among employees. Surveys containing a knowledge test were used to evaluate memory retention. As a basis for improvement suggestions, teachers who teach the selected course were interviewed. The surveys were statistically analyzed, and the interviews were subjected to thematic analysis. A weak correlation between knowledge level and time was measured, but the study also showed that employees had good theoretical knowledge of the course content even long after the course. Improvement suggestions presented include, among other things, more support to teachers to ensure physical understanding and good examples of experience feedback, as well as development of facilities to stimulate discussions and more authenticity in practical activities. The demonstrated proficiency level support the teachers' perception that radiological incidents at the nuclear power plant probably do not primarily result from lack of knowledge but rather from other factors such as attitude, stress, and negligence.