The Effect of Distributed Practice on Immediate Posttraining, and Long-Term Performance on a Complex Command-and-Control Simulation Task

Arthur, Winfred; Day, Eric Anthony; Villado, Anton J.; Boatman, Paul R.; Kowollik, Vanessa; Bennett, Winston; Bhupatkar, Alok

doi:10.1080/08959285.2010.515277

Cited by 21 publications

(21 citation statements)

References 23 publications

(37 reference statements)

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“…This should be given careful consideration when piloting and designing intervention studies, as this suggests that relying on the parameters of MEP experiments to guide research, as is commonly done, may underestimate the optimum spacing interval required for more complex motor learning tasks, and even more so for cognitive skill learning. For instance, cognitive training studies (without tDCS) have systematically evaluated this phenomenon, finding that once-daily training promoted greater learning and transfer than shorter spacing schedules that involved multiple training sessions per day (Arthur et al 2010;Wang et al 2014). Moreover, it has been demonstrated that the optimal spacing interval increases in correspondence with longer retention intervals.…”

Section: Spacing Of Stimulationmentioning

confidence: 99%

Optimizing Transcranial Direct Current Stimulation Protocols to Promote Long-Term Learning

Karsten

Buschkuehl

et al. 2017

J Cogn Enhanc

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Transcranial direct current stimulation (tDCS) is a form of non-invasive brain stimulation that has the potential to induce polarity-specific changes in neural activity within targeted brain regions. There is growing interest in the use of this technology for the enhancement of higher cognitive functions, and application of tDCS directly before or concomitant with task performance has shown promise in modulating a range of behavioral outcomes, including motor skill acquisition, working memory performance, and implicit and explicit learning. The proposed mechanism for the observed enhancements is a temporary and targeted shift in the excitability of the cortical regions that subserve the relevant tasks, lasting from minutes up to about an hour after cessation of stimulation. Although empirical work does support at least a partial role for this mechanism, an arguably more potent but relatively underexplored phenomenon is thought to occur in the hours or days after stimulation-that is, a facilitation of consolidative processes. Here, we review the literature describing the nature of tDCS-enhanced consolidation and argue that some of the mixed results among the single-session studies that currently dominate the extant literature may be explained by a failure to take advantage of these potentially powerful offline effects. Accordingly, we further contend that the full potential of tDCS cannot be truly realized without a longitudinal design which allows for tDCS to act directly upon learning by promoting consolidation between sessions. Finally, we review preliminary evidence that these consolidation effects can be even further enhanced via strategically spaced out stimulation sessions, which take advantage of a long-held tenet in the literature that distributed learning produces better outcomes than massed learning. We conclude by proposing potential study designs to encourage the use of tDCS as more than merely a method to promote temporary enhancement, but also a technique to enhance long-term learning.

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Section: Spacing Of Stimulationmentioning

confidence: 99%

Optimizing Transcranial Direct Current Stimulation Protocols to Promote Long-Term Learning

Karsten

Buschkuehl

et al. 2017

J Cogn Enhanc

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“…Other studies examined the acquisition of motor skills (Lee & Genovese, 1988). More recently, researchers have turned to complex skills and knowledge, such as language syntax (Bird, 2010), mathematical concepts (Rohrer & Taylor, 2006), reading (Seabrook et al, 2005), and military command and control (Arthur et al, 2010). In nearly all cases, distributed practice facilitates retention.…”

Section: Applicable To a Variety Of Tasks And Performance Measuresmentioning

confidence: 99%

Evaluating the Theoretic Adequacy and Applied Potential of Computational Models of the Spacing Effect

et al. 2018

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The spacing effect is among the most widely replicated empirical phenomena in the learning sciences, and its relevance to education and training is readily apparent. Yet successful applications of spacing effect research to education and training is rare. Computational modeling can provide the crucial link between a century of accumulated experimental data on the spacing effect and the emerging interest in using that research to enable adaptive instruction. In this paper, we review relevant literature and identify 10 criteria for rigorously evaluating computational models of the spacing effect. Five relate to evaluating the theoretic adequacy of a model, and five relate to evaluating its application potential. We use these criteria to evaluate a novel computational model of the spacing effect called the Predictive Performance Equation (PPE). Predictive Performance Equation combines elements of earlier models of learning and memory including the General Performance Equation, Adaptive Control of Thought-Rational, and the New Theory of Disuse, giving rise to a novel computational account of the spacing effect that performs favorably across the complete sets of theoretic and applied criteria. We implemented two other previously published computational models of the spacing effect and compare them to PPE using the theoretic and applied criteria as guides.

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“…Microworlds have been widely adopted in human-factors research and cognitive systems engineering, considering scenarios such as naval warfare [28], industrial process control [29], air traffic control [30], naturalistic decision-making [27], fire fighting [31], and other complex problem solving scenarios [32,33].…”

Section: Microworld Approachmentioning

confidence: 99%

Evaluating the Use of Mobile Devices in Critical Incidents Response: A Microworld Approach

Sapateiro

Ferreira²,

Antunes³

2011

2011 IEEE 20th International Workshops on Enabling Technologies: Infrastructure for Collaborative Enterprises

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In this work we approach the study of team situation awareness based upon a holistic perspective that integrates the shared and distributed nature of the construct. We studied team situation awareness in the context of critical incidents response management, as it constitutes a valuable asset and yet is continuously challenged by the very nature of the context. We applied a microworld approach as a compromise between controlled laboratory experiments and field studies. Relying on this approach, we studied the impact of mobile applications in the teams' performance and situation awareness, using a helpdesk as an application domain. The obtained results do not indicate a fundamental breakthrough regarding the usage of mobile applications in such contexts. Nevertheless, they provide valuable insights about the team dynamics, situation awareness and communication patterns.

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The Effect of Distributed Practice on Immediate Posttraining, and Long-Term Performance on a Complex Command-and-Control Simulation Task

Cited by 21 publications

References 23 publications

Optimizing Transcranial Direct Current Stimulation Protocols to Promote Long-Term Learning

Optimizing Transcranial Direct Current Stimulation Protocols to Promote Long-Term Learning

Evaluating the Theoretic Adequacy and Applied Potential of Computational Models of the Spacing Effect

Evaluating the Use of Mobile Devices in Critical Incidents Response: A Microworld Approach

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