The Experts below are selected from a list of 360 Experts worldwide ranked by ideXlab platform
Michael W. L. Chee - One of the best experts on this subject based on the ideXlab platform.
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Sleep after learning aids the consolidation of Factual Knowledge, but not relearning.
Sleep, 2020Co-Authors: James N. Cousins, Teck Boon Teo, Zhi Yi Tan, Kian F. Wong, Michael W. L. CheeAbstract:Study objectives Sleep strengthens and reorganizes declarative memories, but the extent to which these processes benefit subsequent relearning of the same material remains unknown. It is also unclear whether sleep-memory effects translate to educationally realistic learning tasks and improve long-term learning outcomes. Methods Young adults learned Factual Knowledge in two learning sessions that were 12 hours apart and separated by either nocturnal sleep (n=26) or daytime wakefulness (n=26). Memory before and after the retention interval was compared to assess the effect of sleep on consolidation, while memory before and after the second learning session was compared to assess relearning. A final test one week later assessed whether there was any long-term advantage to sleeping between two study sessions. Results Sleep significantly enhanced consolidation of Factual Knowledge (p=0.01, d=0.72), but groups did not differ in their capacity to relearn the materials (p=0.72, d=0.10). After one week, a numerical memory advantage remained for the sleep group but was no longer significant (p=0.21, d=0.35). Conclusions Reduced forgetting after sleep is a robust finding that extends to our ecologically valid learning task, but we found no evidence that sleep enhances relearning. Our findings can exclude a large effect of sleep on long-term memory after one week, but hint at a smaller effect, leaving open the possibility of practical benefits from organizing study sessions around nocturnal sleep. These findings highlight the importance of revisiting key sleep-memory effects to assess their relevance to long-term learning outcomes with naturalistic learning materials.
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multi night sleep restriction impairs long term retention of Factual Knowledge in adolescents
Journal of Adolescent Health, 2019Co-Authors: James N. Cousins, Kian F. Wong, Michael W. L. CheeAbstract:Abstract Purpose Sleep deprivation is associated with increased forgetting of declarative memories. Sleep restriction across multiple consecutive nights is prevalent in adolescents, but questions remain as to whether this pattern of sleep impairs memory for material typically learned in the classroom and the time course of retention beyond a few days. Methods Adolescents aged 15–18 years (n = 29) were given 5 hours sleep opportunity each night for 5 consecutive nights (sleep restricted group; SR), simulating a school week containing insufficient sleep. After the fourth night of restriction, participants learned detailed facts about different species of arthropod across a 6-hour period. Retention was tested 30 minutes and 3 days after learning and contrasted with a control group (n = 30) who had 9 hours sleep opportunity every night of the study. A subset of participants (SR, n = 14; control, n = 22) completed a surprise test 42 days after learning. Results Memory was significantly impaired in the SR group relative to controls, with 26% increased forgetting at the 30-minute test (t(57) = 2.54, p = .014, d = .66), 34% at the Day 3 test (t(57) = 2.65, p = .010, d = .69), and 65% at the Day 42 test (t(34) = 3.22, p = .003, d = 1.17). Vigilance was also significantly impaired after 4 nights of restricted sleep (p .05). Conclusion Long-term retention of classroom material is significantly compromised when adolescents learn after being sleep restricted, reinforcing the importance of keeping good sleep habits to optimize learning.
James N. Cousins - One of the best experts on this subject based on the ideXlab platform.
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Sleep after learning aids the consolidation of Factual Knowledge, but not relearning.
Sleep, 2020Co-Authors: James N. Cousins, Teck Boon Teo, Zhi Yi Tan, Kian F. Wong, Michael W. L. CheeAbstract:Study objectives Sleep strengthens and reorganizes declarative memories, but the extent to which these processes benefit subsequent relearning of the same material remains unknown. It is also unclear whether sleep-memory effects translate to educationally realistic learning tasks and improve long-term learning outcomes. Methods Young adults learned Factual Knowledge in two learning sessions that were 12 hours apart and separated by either nocturnal sleep (n=26) or daytime wakefulness (n=26). Memory before and after the retention interval was compared to assess the effect of sleep on consolidation, while memory before and after the second learning session was compared to assess relearning. A final test one week later assessed whether there was any long-term advantage to sleeping between two study sessions. Results Sleep significantly enhanced consolidation of Factual Knowledge (p=0.01, d=0.72), but groups did not differ in their capacity to relearn the materials (p=0.72, d=0.10). After one week, a numerical memory advantage remained for the sleep group but was no longer significant (p=0.21, d=0.35). Conclusions Reduced forgetting after sleep is a robust finding that extends to our ecologically valid learning task, but we found no evidence that sleep enhances relearning. Our findings can exclude a large effect of sleep on long-term memory after one week, but hint at a smaller effect, leaving open the possibility of practical benefits from organizing study sessions around nocturnal sleep. These findings highlight the importance of revisiting key sleep-memory effects to assess their relevance to long-term learning outcomes with naturalistic learning materials.
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multi night sleep restriction impairs long term retention of Factual Knowledge in adolescents
Journal of Adolescent Health, 2019Co-Authors: James N. Cousins, Kian F. Wong, Michael W. L. CheeAbstract:Abstract Purpose Sleep deprivation is associated with increased forgetting of declarative memories. Sleep restriction across multiple consecutive nights is prevalent in adolescents, but questions remain as to whether this pattern of sleep impairs memory for material typically learned in the classroom and the time course of retention beyond a few days. Methods Adolescents aged 15–18 years (n = 29) were given 5 hours sleep opportunity each night for 5 consecutive nights (sleep restricted group; SR), simulating a school week containing insufficient sleep. After the fourth night of restriction, participants learned detailed facts about different species of arthropod across a 6-hour period. Retention was tested 30 minutes and 3 days after learning and contrasted with a control group (n = 30) who had 9 hours sleep opportunity every night of the study. A subset of participants (SR, n = 14; control, n = 22) completed a surprise test 42 days after learning. Results Memory was significantly impaired in the SR group relative to controls, with 26% increased forgetting at the 30-minute test (t(57) = 2.54, p = .014, d = .66), 34% at the Day 3 test (t(57) = 2.65, p = .010, d = .69), and 65% at the Day 42 test (t(34) = 3.22, p = .003, d = 1.17). Vigilance was also significantly impaired after 4 nights of restricted sleep (p .05). Conclusion Long-term retention of classroom material is significantly compromised when adolescents learn after being sleep restricted, reinforcing the importance of keeping good sleep habits to optimize learning.
Martin R Fischer - One of the best experts on this subject based on the ideXlab platform.
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an introduction to the inverted flipped classroom model in education and advanced training in medicine and in the healthcare professions
GMS Journal for Medical Education, 2016Co-Authors: Daniel Tolks, Tobias Raupach, Christine Schafer, Leona Kruse, Antonio Sarikas, Susanne Gerhardtszep, Gertrud Kllauer, Martin Lemos, Martin R Fischer, Barbara EichnerAbstract:In describing the inverted classroom model (ICM), the following paper is meant to provide an introduction to the subject matter and to serve as a practical guide for those wishing to employ its methods in basic and advanced medical training and education. The ICM is a blended-learning method in which a self-directed learning phase (individual phase) precedes the classroom-instruction phase. During the online phase, Factual Knowledge is imparted that serves as a basis for the classroom phase. The classroom phase should subsequently be used to assimilate and implement the previously gained Knowledge. In contrast, traditional course concepts impart Factual Knowledge in lectures, for example, or in other face-to-face teaching formats and are followed by the students' self-instruction in order to assimilate this Knowledge. The goal of the ICM is the shift from passive learning to accelerated learning in order to foster learning at cognitively demanding levels such as analysis, synthesis and evaluation. The concurrent increase in production and use of screencasts and educational videos, the Open Educational Resources "movement" and the widespread use of Massive Open Online Courses (MOOCS) have contributed to the increased dissemination of the inverted-classroom method. The intention of the present paper is to provide an introduction to the subject matter and simultaneously to offer a short overview of important projects and research results in the field of medical education and other health professions. Furthermore, an outline is given of the advantages and disadvantages of the model as well as its potential benefit to the future of medical education and training.
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using electronic flashcards to promote learning in medical students retesting versus restudying
Medical Education, 2011Co-Authors: Ralf Schmidmaier, Martin R Fischer, Rene Ebersbach, Miriam Schiller, Inga Hege, Matthias HolzerAbstract:Medical Education 2011: 45: 1101–1110 Context The superiority of retesting over restudying in terms of Knowledge retention and skills acquisition has been proven in both laboratory and classroom settings, as well as in doctors’ practice. However, it is still unclear how important retesting strategies are to the learning of relevant Factual Knowledge in undergraduate medical education. Methods Eighty students in Years 3–5 of medical school in Munich participated in a prospective, randomised, double-blinded, controlled study in which they were exposed to 30 electronic flashcards designed to help them memorise key Factual Knowledge in the domain of clinical nephrology. The flashcards were presented in four successive learning cycles, each consisting of a study period and a subsequent test period. Half of all participants were randomised to repetitive studying (restudy group) and half were randomised to repetitive testing (retest group) of successfully memorised flashcards. Knowledge retention was assessed after 1 week and 6 months. Additionally, personal data, self-reflection on the efficacy of the learning strategies and judgements of learning were obtained by questionnaires. Results Repetitive testing promoted better recall than repetitive studying after 1 week (p < 0.001). However, after 6 months general recall was poor and no difference between the restudy and retest groups was observed. Time on task and number of trials, in addition to sex, age, performance and psycho-social background, did not vary between the groups. Self-predictions of student performance did not correlate with actual performance. Conclusions In the context of using electronic flashcards, repetitive testing is a more potent learning strategy than repetitive studying for short-term but not long-term Knowledge retention in clinical medical students. Although students use testing as a learning strategy, they seem to be unaware of its superiority in supporting short-term Knowledge retention.
Kian F. Wong - One of the best experts on this subject based on the ideXlab platform.
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Sleep after learning aids the consolidation of Factual Knowledge, but not relearning.
Sleep, 2020Co-Authors: James N. Cousins, Teck Boon Teo, Zhi Yi Tan, Kian F. Wong, Michael W. L. CheeAbstract:Study objectives Sleep strengthens and reorganizes declarative memories, but the extent to which these processes benefit subsequent relearning of the same material remains unknown. It is also unclear whether sleep-memory effects translate to educationally realistic learning tasks and improve long-term learning outcomes. Methods Young adults learned Factual Knowledge in two learning sessions that were 12 hours apart and separated by either nocturnal sleep (n=26) or daytime wakefulness (n=26). Memory before and after the retention interval was compared to assess the effect of sleep on consolidation, while memory before and after the second learning session was compared to assess relearning. A final test one week later assessed whether there was any long-term advantage to sleeping between two study sessions. Results Sleep significantly enhanced consolidation of Factual Knowledge (p=0.01, d=0.72), but groups did not differ in their capacity to relearn the materials (p=0.72, d=0.10). After one week, a numerical memory advantage remained for the sleep group but was no longer significant (p=0.21, d=0.35). Conclusions Reduced forgetting after sleep is a robust finding that extends to our ecologically valid learning task, but we found no evidence that sleep enhances relearning. Our findings can exclude a large effect of sleep on long-term memory after one week, but hint at a smaller effect, leaving open the possibility of practical benefits from organizing study sessions around nocturnal sleep. These findings highlight the importance of revisiting key sleep-memory effects to assess their relevance to long-term learning outcomes with naturalistic learning materials.
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multi night sleep restriction impairs long term retention of Factual Knowledge in adolescents
Journal of Adolescent Health, 2019Co-Authors: James N. Cousins, Kian F. Wong, Michael W. L. CheeAbstract:Abstract Purpose Sleep deprivation is associated with increased forgetting of declarative memories. Sleep restriction across multiple consecutive nights is prevalent in adolescents, but questions remain as to whether this pattern of sleep impairs memory for material typically learned in the classroom and the time course of retention beyond a few days. Methods Adolescents aged 15–18 years (n = 29) were given 5 hours sleep opportunity each night for 5 consecutive nights (sleep restricted group; SR), simulating a school week containing insufficient sleep. After the fourth night of restriction, participants learned detailed facts about different species of arthropod across a 6-hour period. Retention was tested 30 minutes and 3 days after learning and contrasted with a control group (n = 30) who had 9 hours sleep opportunity every night of the study. A subset of participants (SR, n = 14; control, n = 22) completed a surprise test 42 days after learning. Results Memory was significantly impaired in the SR group relative to controls, with 26% increased forgetting at the 30-minute test (t(57) = 2.54, p = .014, d = .66), 34% at the Day 3 test (t(57) = 2.65, p = .010, d = .69), and 65% at the Day 42 test (t(34) = 3.22, p = .003, d = 1.17). Vigilance was also significantly impaired after 4 nights of restricted sleep (p .05). Conclusion Long-term retention of classroom material is significantly compromised when adolescents learn after being sleep restricted, reinforcing the importance of keeping good sleep habits to optimize learning.
Amanda K Kibler - One of the best experts on this subject based on the ideXlab platform.
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understanding the mmhm dilemmas in talk between teachers and adolescent emergent bilingual students
Linguistics and Education, 2011Co-Authors: Amanda K KiblerAbstract:Abstract Dyadic teacher–student interactions represent a potentially valuable opportunity for adolescent emergent bilingual students to access academic Knowledge, develop language proficiency, and acquire literacy skills in secondary school contexts. But to what extent are these conversations actually an affordance for students? Drawing upon insights in interactional sociolinguistics, conversation analysis, and other classroom discourse research, this study analyzes interactions during in-class writing activities between teachers and Spanish-speaking adolescents at beginning and intermediate levels of English proficiency. Data indicate that students often tend to offer agreement or limited responses in interactions related to language use, generating ideas, Factual Knowledge, and conceptual issues. Analysis of discourse includes a focus on both the dilemmas teachers face in interpreting students’ limited contributions and teachers’ interactional and interpretive roles in these interactions.
