RESUMO
Across five experiments we examined whether restudying a self-selected subset of items impairs memory for the remaining non-restudied items, and enhances memory for the restudied items. This question was inspired by research on the list strength effect, in which re-presentation of only a subset of items from a list impairs recall for items presented only once, and enhances memory for items presented twice. We found that following initial encoding of all items, honouring participants' restudy selections did indeed impair recall for the non-restudied items relative to when no items were restudied. Additionally, we found that memory for the subset of restudied items was enhanced relative to when all items were restudied. These findings expand previous research on the LSE to self-regulated learning and provide important new insights on how some learning strategies may in part be detrimental, but also beneficial, to future memory performance.
Assuntos
Aprendizagem , Rememoração Mental , Humanos , Análise Custo-Benefício , CogniçãoRESUMO
AIM: This two-part study was conducted to determine which professional behaviors hospital nurse leaders believe are essential for nursing students to learn in the classroom. BACKGROUND: Nursing students need to be educated to lead high-quality care in complex health care environments. Little is known regarding the professional behaviors deemed essential for novice nurses. METHOD: Hospital leaders were surveyed (n = 221) using the Hospital Nurse Leader Perspectives survey. This survey, developed from interviews, includes 41 items in change, communication, conflict, leadership, and self-awareness. RESULTS: The highest-ranked category was communication (n = 159, 72 percent), followed by self-awareness (n = 32, 14.4 percent). The highest items in each category were patient communication, prioritization, expect change, learning from failure, and conflict resolution. CONCLUSION: The results provide practical information to inform curricula and prepare leaders.
