By Daniel Druckman & Robert A.Bjork
Considers simple problems with functionality, exploring how options for fast studying impact long term retention, even if an expert's habit can function a version for newcomers, if group functionality is the sum of person individuals' performances, and no matter if subliminal studying has a foundation in technological know-how
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Relaxation, modeling, imagery, cognitive restructuring); direct administration by an investigator or therapist (rather than a tape); many sessions; people who have concentration problems; and tasks that can be objectively scored. e, preparation rituals) has been shown to facilitate performance. , rifle shooting), better performers have a greater cardiac deceleration within 3-5 seconds of executing a motor response, and better performances are associated with a moderate increase above baseline in alpha activity in the left hemisphere of the brain with little or no change in the right hemisphere.
OPTIMIZING LONG-TERM RETENTION AND TRANSFER 35 the forgetting that would otherwise take place. Landauer and Ainslie (1975), for example, found that in a college-style technical course, performance on a repeated final examination 1 year later was greatly facilitated by an intervening test with that exam at 6 months. The group with the 6-month test showed virtually no memory loss across the year (from the end-of-course final exam to the repeated final exam 1 year later), and they performed at a much higher level on the 1-year test than did the group with no intervening test.
In this section we first discuss the role of level of original learning and perceived similarity between tasks as general factors in the transfer of training; we then discuss some specific procedures during training that enhance transfer to different posttraining contexts. General Factors in Transfer Level of Original Learning The level of original learning is not only a major determinant of retention, it is also a major determinant of transfer. Positive transfer increases with the level of original learning as long as structurally similar responses are required in the training and transfer tasks.