Retrieval practice benefits for spelling performance in fifth-grade children.

Retrieval practice typically benefits learning in children, although little is known about the benefits of retrieval practice for learning spelling. We investigated this issue in three experiments with fifth-grade children from a low-income area of Brazil. In the experiments, children first read a list of words (study), and after a short interval wrote down the studied words after hearing and rereading them (copy) or after only hearing them (retrieval practice). After an interval of 4 days, spelling performance was greater for words from the retrieval practice condition than for words from the copy condition, but only when immediate corrective feedback was provided (Experiment 3). The current findings, therefore, suggest that retrieval practice followed by corrective feedback is an effective strategy to improve spelling performance of fifth-grade children.

Forming and updating vaccination beliefs: does the continued effect of misinformation depend on what we think we know?

People may cling to false facts even in the face of updated and correct information. The present study confronted misconceptions about the measles, mumps and rubella vaccine and a novel, fictitious Zika vaccine. Two experiments are reported, examining misconceptions as motivated by a poor risk understanding (Experiment 1, N = 130) or the exposure to conspiracy theories (Experiment 2, N = 130). Each experiment featured a Misinformation condition, wherein participants were presented with fictitious stories containing some misinformation (Experiment 1) and rumours focused on conspiracy theories (Experiment 2) that were later retracted by public health experts and a No misinformation condition, containing no reference to misinformation and rumours. Across experiments, participants were more hesitant towards vaccines when exposed to stories including vaccine misinformation. Notwithstanding, our results suggest a positive impact of a trusted source communicating the scientific consensus about vaccines. Zika virus represents a particular case showing how missing information can easily evolve into misinformation. Implications for effective dissemination of information are discussed.

Bidirectional longitudinal dynamics of self-reported total sleep time and perceived stress: Establishing potential causal relationships.

OBJECTIVE: Most studies in developing countries suggest that less total sleep time (TST) increases subsequent perceived stress (PS) more consistently than the inverse, but have used statistical models that are not optimal when ratings are measured in close proximity. METHODS: We used multilevel dynamic structural equation modeling with Bayesian estimation, ideal for assessing longitudinal daily dynamic interplay between self-reported TST and PS (minimum of 30 days) in 92 Brazilian pre-university students. RESULTS: TST showed lower inertia than PS (autoregressive effect: TST perturbations influenced subsequent TST ratings less so than corresponding PS measures) and exerted negative prospective effects on PS (cross-lagged effect). CONCLUSION: In our developing nation sample, PS deviations from mean ratings took longer to return to baseline values than TST and PS was more sensitive to changes in prior TST than vice-versa, confirming previous findings. Future studies should confirm these findings with objective TST and stress measures.

Using Retrieval Practice on Learning with Children: Systematic Literature Review / El uso de la práctica de recordar en el aprendizaje de los niños: una revisión sistemática de la literatura / O uso da prática de lembrar na aprendizagem de crianças: revisão sistemática da literatura

To improve education, it is necessary to use evidence-based techniques, that is, techniques based on the scientific method proven to be effective in improving educational practices. One of the strategies indicated by the science of learning is the retrieval practice (trying to remember the content learned, strengthening the memory traces). This study synthesizes the research developed on retrieval practice in the teaching and learning process of children from a systematic review system based on the prismamethod. For this, a biblio-graphic search was carried out in the databases of the capes/mec, eric, Scielo, PubMed, Web of Science, and Psycinfo. Forty-one articles were included in the qualitative synthesis. The studies converge on stating there is a beneficial effect of using retrieval practice from an early age (18 months of age). This practice can help both long-term learning and new learning in children, especially when feedback is provided. Thus, there is a need to expand the recommendations to educators so that this audience also benefits from the use of this strategy.

Para mejorar la educación es necesario utilizar técnicas basadas en la evidencia, es decir, basadas en el método científico, utilizar estrategias que demuestren su eficacia para mejorar las prácticas educativas. Entre las prácticas muy recomendadas por la ciencia del aprendizaje se encuentra la práctica de recordar, que consiste en tratar de recordar el contenido aprendido, fortaleciendo así las huellas de la memoria. Este estudio resume la investigación desarrollada sobre la práctica de recordar en el proceso de enseñanza y aprendizaje de los niños, a partir de una revisión sistemática basada en el método prisma. Para ello, se realizó una búsqueda bibliográfica en las bases de datos de las revistas capes/mec, eric, Scielo, Pubmed, Web of Science y PsycINFO. Se incluyeron 41 artículos en una síntesis cualitativa. Los estudios convergen en que existe un efecto beneficioso de utilizar la práctica de recordar con bebés a partir de los 18 meses de edad, es decir, esta práctica puede ayudar tanto al aprendizaje a largo plazo como a facilitar nuevos aprendizajes en los niños, especial-mente cuando se brinda retroalimentación. Por lo tanto, existe la necesidad de ampliar las recomendaciones a los educadores para que ese público también pueda beneficiarse del uso de esta estrategia.

Para melhorar a educação, é necessário utilizar técnicas baseadas em evidências, ou seja, com base no método científico, usar estratégias que são comprovadamente eficazes para aperfeiçoar as práticas educativas. Entre as práticas altamente recomendadas pela ciência da aprendizagem, está a prática de lembrar, que envolve tentar evocar o conteúdo aprendido, fortalecendo assim, os traços de memória. Esse estudo sintetiza as pesquisas desenvolvidas a respeito da prática de lembrar no processo de ensino e aprendizagem de crianças, a partir de uma revisão sistemática baseada no método prisma. Para isso, foi realizada uma pesquisa bibliográfica nas bases de dados do portal de periódicos capes/mec, eric, Scielo, PubMed, Web of Science e PsycINFO. Foram incluídos em síntese qualitativa 41 artigos. Os estudos convergem para o fato de que há efeito benéfico do uso de prática de lembrar com bebês a partir dos 18 meses de idade, ou seja, essa prática pode auxiliar tanto a aprendizagem de longa duração, quanto facilitar novas aprendizagens em crianças, especialmente quando o feedback é fornecido. Dessa maneira, há necessida-de de ampliar as recomendações a educadores para que esse público também seja beneficiado com o uso dessa estratégia.

Neurophilia is stronger for educators than students in Brazil.

BACKGROUND: Educational products claiming to be "brain-based" are common. Due to neurophilia, including a brain in a product's marketing can enhance perceptions. However, schooling background may play a protective role. OBJECTIVE: As previous neuromarketing research has been conducted predominantly in English speakers, we examined whether the effects of neurophilia extend to a Portuguese-speaking Brazilian population. METHOD: Teachers and students (N = 262) viewed one of four advertisements for a hypothetical product translating to ''Right Brain'' or ''Right Start'' Training; half the advertisements contained an MRI brain image. Participants rated their perceptions of interest, efficacy, and scientific rationale. RESULTS: The presence of a brain image or the word 'brain' did not influence responses. However, occupation had a significant effect: teachers' ratings were higher than students' ratings. Importantly, teachers were more susceptible to neurocontent, rating "Right Brain" training significantly higher than students. CONCLUSION: These results thus highlight the need to improve teachers' neuroscience literacy.

Improving retention by placing retrieval practice at the end of class: a naturalistic study / Mejorando la retención al realizar la práctica de recuperación al final de la clase: un estudio naturalístico

Abstract Attempting to recall previously encountered information by being tested or quizzed (retrieval practice: RP) enhances memory. In real classrooms, however, it is unclear when testing should take place (placement) in order to elicit better learning. We tested students using authentic undergraduate-course materials with two placements, followed by collective feedback: (a) at the end of the class in which content was taught; or (b) at the beginning of the next class. Re-teaching (RT) the same content through lecturer led-reviews at the same placements was used as a control condition. RP and RT plus feedback took 15 min of 100 min-long classes and were applied during 12 classes after which retention was assessed by exams. Participants were 114 students enrolled in a biweekly taught course. Testing (RP) once at the end of the same class in which content was taught boosted academic scores by around 10% compared to the other manipulations.

Resumen El intento de recordar la información presentada previamente mediante pruebas o cuestionarios (práctica de recuperación, RP) mejora la memoria. Sin embargo, en las clases reales no está claro en qué momento debe realizarse las pruebas para obtener un mejor aprendizaje. Probamos a los estudiantes utilizando materiales auténticos de cursos de licenciatura en dos momentos, seguidos de una retroalimentación colectiva: (a) al final de la clase en la que se enseñó el contenido; o (b) al principio de la siguiente clase. La reenseñanza (RT) del mismo contenido a través de revisiones dirigidas por el profesor en el mismo momento se utilizó como condición de control. La RP y la RT más la retroalimentación tomaron 15 minutos de clases de 100 minutos de duración y se aplicaron durante 12 clases después de las cuales la retención fue evaluada por exámenes. Los participantes fueron 114 estudiantes inscritos en un curso impartido cada dos semanas. Las pruebas (RP) realizadas una vez al final de la misma clase en la que el contenido se enseñó, aumentó los resultados académicos en alrededor de un 10% en comparación con las otras manipulaciones.

Práctica de recordar: ¿a cuáles factores los educadores deben atentarse / Prática de lembrar: a quais fatores os educadores devem se atentar? / Retrieval practice: which factors should educators pay attention to?

A prática de lembrar (retrieval practice) ou efeito da testagem (testing-effect) é uma estratégia de estudo que envolve tentar lembrar informações às quais fomos anteriormente expostos. Embora essa prática aumente o tempo de retenção de informações comparada às formas tradicionais de estudar, dentre várias outras vantagens com ampla evidência científica, essa estratégia não costuma ser a mais usada entre alunos. Educadores devem, assim, auxiliar estudantes a utilizarem essa estratégia em seu cotidiano. Com o intuito de otimizar sua aplicabilidade, o presente artigo discute quais fatores interferem nessa prática, incluindo: a importância de feedback, a forma com que a prática de lembrar é realizada e o formato de resposta dos alunos, o número de repetições de tentativas de recordar informações e o intervalo entre essas repetições. A apropriação do conhecimento sobre esses fatores influencia positivamente a implantação da técnica em sala de aula, promovendo assim uma educação baseada em evidências.

La práctica de recordar (retrieval practice) el efecto de la verificación (testing-effect) es una estrategia de estudio que abarca tentar lembrar informaciones a las cuales fuimos anteriormente expuestos. Aunque esa práctica aumente el tiempo de retención de informaciones comparada a las formas tradicionales de estudiar, entre diversas otras ventajas con amplia evidencia científica, esa estrategia no costumbra ser la más usada entre alumnos. Educadores deben, así, auxiliar estudiantes a utilizar esa estrategia en su cotidiano. Con el intuito de optimizar su aplicabilidad, en el presente artículo discute cuales factores interfieren en esa práctica, incluyendo: la importancia de feedback, la forma con que la práctica de recordar es realizada y el formato de respuesta de los alumnos, el número de repeticiones de tentativas de recordar informaciones y el intervalo entre esas repeticiones. La apropiación del conocimiento sobre esos factores influencia positivamente la implantación de la técnica en sala de clase, promoviendo así una educación basada en evidencias.

Retrieval practice, or the testing effect, is a study technique that involves trying to remember information to which we were previously exposed. Although this practice increases the long-term-retention of information compared to traditional study techniques, among several other advantages with ample scientific evidence, this strategy is not usually the most often used among students. Educators should help students to use this technique in their daily lives. In order to optimize its applicability, this article discusses which factors interfere in this practice, including: the importance of feedback, the way in which retrieval practice is carried out and the response format, the number of repetitions of retrieval attempts to recall information and the interval between these repetitions. The appropriation of knowledge about these factors positively influences the implementation of this technique in the classroom, thus promoting evidence-based education.

Na era da educação baseada em evidências, resenha do livro “Make it Stick: The science of successful learning” / In the age of evidence-based education, “Make it Stick: the science of successful learning”: bookreview

Resenha do livro: “Make it Stick: The science of successful learning” de Peter C. Brown, Henry L. Roediger, Mark A. McDaniel. Londres: The Belknap Press of Harvard University Press, 2014 (AU)

Book review: “Make it Stick: The Science of successful learning”, by Peter C. Brown, Henry L. Roediger, Mark A. McDaniel. London: The Belknap Press of Harvard University Press, 2014 (AU)

Na era da educação baseada em evidências, resenha do livro "Make it Stick: The science of successful learning" / In the age of evidence-based education, "Make it Stick: the science of successful learning": book review

Resenha do livro: "Make it Stick: The science of successful learning" de Peter C. Brown, Henry L. Roediger, Mark A. McDaniel. Londres: The Belknap Press of Harvard University Press, 2014

Book review: "Make it Stick: The Science of successful learning", by Peter C. Brown, Henry L. Roediger, Mark A. McDaniel. London: The Belknap Press of Harvard University Press, 2014

Levels of processing: the evolution of a framework

Although the levels of processing framework have evolved over its nearly 40 years of existence, the essence of the idea has not changed from the original. The original article published in 1972 suggests that in the encoding stage of a stimulus, there is a series of processing hierarchies ranging from the shallowest level (perceptual processing-the subject initially perceives the physical and sensory characteristics of the stimulus) to the deepest level (semantic processing-related to pattern recognition and extraction of meaning). The depth processing is associated with high levels of retention and long-term memory traces. After extensive research and criticism, the authors added several concepts that aided in a better understanding of levels of processing framework and the items that subjects can recall such as transfer-appropriate processing and robust encoding. However, there are still some gaps in this framework that call for new scientific investigations, ranging from experimental paradigms with lists of words with healthy or pathological conditions subject to neuroimaging studies to confirm, refute or improve the framework. The aim of this article is to review the publications (articles and book chapters) dating from the original article to the present day to better understand the mnemonic process in terms of levels of processing and to highlight some of its contributions.

Levels of processing: the evolution of a framework

Although the levels of processing framework have evolved over its nearly 40 years of existence, the essence of the idea has not changed from the original. The original article published in 1972 suggests that in the encoding stage of a stimulus, there is a series of processing hierarchies ranging from the shallowest level (perceptual processing-the subject initially perceives the physical and sensory characteristics of the stimulus) to the deepest level (semantic processing-related to pattern recognition and extraction of meaning). The depth processing is associated with high levels of retention and long-term memory traces. After extensive research and criticism, the authors added several concepts that aided in a better understanding of levels of processing framework and the items that subjects can recall such as transfer-appropriate processing and robust encoding. However, there are still some gaps in this framework that call for new scientific investigations, ranging from experimental paradigms with lists of words with healthy or pathological conditions subject to neuroimaging studies to confirm, refute or improve the framework. The aim of this article is to review the publications (articles and book chapters) dating from the original article to the present day to better understand the mnemonic process in terms of levels of processing and to highlight some of its contributions.(AU)

The cognitive and histopathological effects of chronic 4-vessel occlusion in rats depend on the set of vessels occluded and the age of the animals.

Continuing previous efforts to develop the 4-vessel occlusion (4-VO) model of chronic cerebral hypoperfusion (CCH), here we evaluated whether permanent, stepwise 4-VO causes both learning deficits, hippocampal neurodegeneration and retinal lesion in young, middle-aged or aged rats. Chronic 4-VO was induced by ligation of different sets of vessels, i.e., the vertebral arteries (VA) plus common carotid arteries (CCA) (4-VO/CCA model) or the VA plus internal carotid arteries (ICA) (4-VO/ICA model) with a 1-week interstage interval. Forty days after the 4-VO, the rats were tested for spatial learning impairment, and then examined for hypoxic/ischemic damage. Young, 4-VO/CCA rats exhibited cognitive impairment, hippocampal neurodegeneration and retinal lesion (p<0.0001-0.05). After 4-VO/ICA, neither young nor middle-aged rats exhibited any learning deficits, hippocampal or retinal damage. In aged rats, chronic 4-VO/ICA caused a mild learning deficit (p<0.05). A significant effect of training was observed for the old, sham-operated rats (p<0.0001-0.001), but not for the aged 4-VO/ICA rats (p>0.05). On average, hippocampal cell density did not change after 4-VO/ICA in aged rats, but 3 of 10 subjects exhibited reduced pyramidal cell counts in all hippocampal subfields. Retinal morphology appeared to be unaffected in the 4-VO/ICA aged rats. These data suggest that the 4-VO/ICA model, but not the 4-VO/CCA model, is a suitable paradigm to study the behavioral outcome of CCH given the preservation of the retina after 4-VO/ICA. Moreover, the age at which 4-VO/ICA occurs seems to be an important factor for determining the behavioral and neuropathological changes.

Long-term treatment with fish oil prevents memory impairments but not hippocampal damage in rats subjected to transient, global cerebral ischemia.

Cerebral ischemia leads to neurodegeneration and cognitive impairment. Fish oil (FO) constitutes a rich dietary source of omega-3 polyunsaturated fatty acids especially docosahexaenoic acid (DHA). The objective of the present study was to investigate whether long-term treatment with commercial, high concentration DHA-containing FO could be effective in alleviating both the cognitive and neurodegenerative deficits caused by transient, global cerebral ischemia (TGCI) in rats. Naive rats were trained for 10 days in an 8-arm radial maze task and then subjected to TGCI for 15 minutes (4-VO model) 3 days later (day 13). Retention of the previously acquired cognition (ie, memory) was assessed weekly on days 20, 27, 34, 41, 48, and 55 and measured by 3 behavioral parameters as follows: (i) latency to find the goal box, (ii) number of reference memory errors, and (iii) number of working memory errors. The extent of pyramidal cell death in the hippocampus was examined at the end of the behavioral analysis on day 43. Fish oil (300 mg/kg DHA, gavage) administration occurred once daily beginning 3 days before TGCI (the last day of training) and continued until day 41. Transient, global cerebral ischemia markedly disrupted memory performance measured by all 3 parameters (P < .0001 vs sham). This amnesic effect of ischemia persisted until the end of the behavioral analysis. Treatment with FO progressively reversed the TGCI-induced retention deficit until rats achieved control levels. This protective effect of FO on learning/memory function was clearly observed after both daily and cumulative data analysis (P < .001-0.01 vs vehicle). Such memory improvements remained statistically significant, even after cessation of FO treatment, indicating a sustained effect of FO. In contrast, FO failed to prevent ischemia-induced hippocampal damage in areas CA1, CA2, or CA4. Therefore, the present findings suggest that long-term FO treatment is able to facilitate functional recovery after ischemic brain damage, an effect that was distinct from hippocampal damage.