The Long-Term Retention of Knowledge and Skills

Optimizing the Speed, Durability, and Transferability of Training

“…In theoretical terms, the present results are consistent with the procedural reinstatement principle (e.g., Healy et al, 1992Healy et al, , 1993, assuming that the procedures used are different in the two tasks because duration estimation is integrated with the differing demands in the two tasks. Participants may use a counting strategy in both tasks, but that strategy might involve number counting in the no alphabet task and letter counting in the alphabet task.…”

“…To summarize many of the results of these studies, we formulated the principle of procedural reinstatement (see, e.g., Clawson, Healy, Ericsson, & Bourne, 2001;Healy et al, 1992Healy et al, , 1993Jensen & Healy, 1998), which is related to the earlier concepts of transfer appropriate processing (e.g., Kolers & Roediger, 1984;Morris, Bransford, & Franks, 1977) and encoding specificity (Tulving & Thomson, 1973). According to this principle, to optimize long-term retention the procedures (i.e., motoric, perceptual, and cognitive operations) required of participants during training must duplicate the procedures used at the retention test.…”

Use of Tangential Visual Symbols to Increase the Long‐Term Learning Process: Applications of Linkage in Teaching Pharmacological Principles of Addiction

“…An alternative explanation would be that the linkage of two different types of data, the conceptual and perceptual (i.e., the symbolic slides), increases memory capacity. 20,21 The suppression hypothesis derives from the concept of mental space. 7 In this space, a finite number of data bits exist.…”

“…10 This pattern of signaling, in turn, switches on specific genes in the neurons of the neocortex, creating a physical repository of the new long-term memory. 20,21 The first learning process is mediated by a molecule called "cyclic adenosine monophosphate response element binding protein" (CREB). 23 CREB is part of a cascade process that produces the proteins of long-term memory.…”

Reducing Cognitive Skill Decay and Diagnostic Error: Theory-Based Practices for Continuing Education in Health Care

“…Training validity refers to the degree to which learners improve their knowledge, skills, or attitudes following training or educational activities, while transfer validity refers to the degree to which learners apply the knowledge, skills, or attitudes developed in training during clinical practice over time. 28,96 This may be a particular concern for diagnostic reasoning skills given that it is common for individual clinicians to receive significantly less feedback on their performance as their age and experience levels increase. 95 These factors also influence the generalization of learned skills to novel problems and maintenance over time.…”