Recency, Repetition, and the Multidimensional Basis of Recognition Memory

Buchsbaum, Bradley R.; Lemire-Rodger, Sabrina; Bondad, Ashley; Chepesiuk, Alexander M. P.

doi:10.1523/jneurosci.2999-14.2015

Cited by 8 publications

(6 citation statements)

References 63 publications

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“…The reduction in training advantage for real-world practice from immediate to delayed retention may stem from the increase in the number of repetitions performed during the tablet-based simulations following the attainment of a performance plateau. Practice repetitions following knowledge acquisition is well evidenced to strengthen learning of both semantic information [ 58 , 59 ] and motor tasks [ 60 – 62 ], as well as simultaneous, but separate, cognitive and motor procedures [ 63 ]. Accordingly, the development of many digital learning platforms have relied nearly entirely on manipulating spaced-timing repetitions of the presented information [ 64 ].…”

Section: Discussionmentioning

confidence: 99%

Assessing the efficacy of tablet-based simulations for learning pseudo-surgical instrumentation

2021

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Nurses and surgeons must identify and handle specialized instruments with high temporal and spatial precision. It is crucial that they are trained effectively. Traditional training methods include supervised practices and text-based study, which may expose patients to undue risk during practice procedures and lack motor/haptic training respectively. Tablet-based simulations have been proposed to mediate some of these limitations. We implemented a learning task that simulates surgical instrumentation nomenclature encountered by novice perioperative nurses. Learning was assessed following training in three distinct conditions: tablet-based simulations, text-based study, and real-world practice. Immediately following a 30-minute training period, instrument identification was performed with comparable accuracy and response times following tablet-based versus text-based training, with both being inferior to real-world practice. Following a week without practice, response times were equivalent between real-world and tablet-based practice. While tablet-based training does not achieve equivalent results in instrument identification accuracy as real-world practice, more practice repetitions in simulated environments may help reduce performance decline. This project has established a technological framework to assess how we can implement simulated educational environments in a maximally beneficial manner.

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Section: Discussionmentioning

confidence: 99%

Assessing the efficacy of tablet-based simulations for learning pseudo-surgical instrumentation

2021

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“…However, our results show a weak acquisition of recognition memory across the perceptual task, in agreement with studies of that compared recognition memory of perceptual experts – such as cytologists, radiologists – and naive participants which showed that experts are slightly better than non-experts at remembering images of the expertise category, but this memory is substantially inferior compared to the one for everyday scenes and objects ( Evans et al, 2011 ), suggesting that perceptual discrimination and identification tasks do not necessarily promote the acquisition of a recognition memory. In contrast, memory studies have shown that experts have superior recognition memory for the expertise category ( Nyhus and Curran, 2009 ; Herzmann and Curran, 2011 ), but these studies were conducted with stimuli categories that include semantic representations, which enhance deep coding leading to superior familiarity and recall ( Buchsbaum et al, 2015 ). Thus, the practice of a perceptual task does not necessarily foster the acquisition of a recognition memory unlike what happens in a memory task.…”

Section: Discussionmentioning

confidence: 99%

Early Visual Processing and Perception Processes in Object Discrimination Learning

et al. 2021

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A brief image presentation is sufficient to discriminate and individuate objects of expertise. Although perceptual expertise is acquired through extensive practice that increases the resolution of representations and reduces the latency of image decoding and coarse and fine information extraction, it is not known how the stages of visual processing impact object discrimination learning (ODL). Here, we compared object discrimination with brief (100 ms) and long (1,000 ms) perceptual encoding times to test if the early and late visual processes are required for ODL. Moreover, we evaluated whether encoding time and discrimination practice shape perception and recognition memory processes during ODL. During practice of a sequential matching task with initially unfamiliar complex stimuli, we find greater discrimination with greater encoding times regardless of the extent of practice, suggesting that the fine information extraction during late visual processing is necessary for discrimination. Interestingly, the overall discrimination learning was similar for brief and long stimuli, suggesting that early stages of visual processing are sufficient for ODL. In addition, discrimination practice enhances perceive and know for brief and long stimuli and both processes are associated with performance, suggesting that early stage information extraction is sufficient for modulating the perceptual processes, likely reflecting an increase in the resolution of the representations and an early availability of information. Conversely, practice elicited an increase of familiarity which was not associated with discrimination sensitivity, revealing the acquisition of a general recognition memory. Finally, the recall is likely enhanced by practice and is associated with discrimination sensitivity for long encoding times, suggesting the engagement of recognition memory in a practice independent manner. These findings contribute to unveiling the function of early stages of visual processing in ODL, and provide evidence on the modulation of the perception and recognition memory processes during discrimination practice and its relationship with ODL and perceptual expertise acquisition.

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“…The reduction in training advantage for real-world practice from immediate to delayed retention may stem from the increase in the number of repetitions performed during the tablet-based simulations following the attainment of a performance plateau. Practice repetitions following knowledge acquisition is well evidenced to strengthen learning of both semantic information [58,59] and motor tasks [60][61][62], as well as simultaneous, but separate, cognitive and motor procedures [63]. Accordingly, the development of many digital learning platforms have relied nearly entirely on manipulating spacedtiming repetitions of the presented information [64].…”

Section: Procedural Efficiency Across Training Protocolsmentioning

confidence: 99%

Assessing the efficacy of tablet-based simulations for learning pseudo-surgical instrumentation

Kryklywy¹,

Roach²,

Todd³

2020

Preprint

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IntroductionNurses and surgeons must identify and handle specialized instruments with high temporal and spatial precision. It is crucial that they are trained effectively. Traditional methods, including supervised practices and text-based study, can expose patients to undo risk or neglect motor/haptic training respectively. Tablet-based simulations have been proposed to mediate some of these limitations.MethodsWe implement a learning task that simulates surgical instrumentation nomenclature encountered by novice perioperative nurses. Learning was assessed following training in three distinct conditions: tablet-based simulations, text-based study, and real-world practice.ResultsImmediately following a 30 minute training period, instrument identification was performed with comparable accuracy and response times following tablet-based versus text-based training, with both inferior to real-world practice. Following a week without practice, response times were equivalent between real-world and tablet-based practice.ConclusionsWhile tablet-based training does not achieve equivalent results in instrument identification accuracy as real-world practice, more practice repetitions in simulated environments may help reduce performance decline from delayed implementation of learning. This project has established a technological framework to assess how we can implement simulated educational environments in a maximally beneficial manner.

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Recency, Repetition, and the Multidimensional Basis of Recognition Memory

Cited by 8 publications

References 63 publications

Assessing the efficacy of tablet-based simulations for learning pseudo-surgical instrumentation

Assessing the efficacy of tablet-based simulations for learning pseudo-surgical instrumentation

Early Visual Processing and Perception Processes in Object Discrimination Learning

Assessing the efficacy of tablet-based simulations for learning pseudo-surgical instrumentation

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