Exploration of the Rate of Forgetting as a Domain-Specific Individual Differences Measure

Learners differ in their learning aptitude. Modern computerized fact-learning systems take these individual differences into account by adapting repetition schedules to the learner's characteristics. Adaptation is based on monitoring responses during learning and using these responses to inform the model's decisions about when to introduce and repeat material by updating the model's internal parameters. Typically, adaptive systems start a learning session with a set of default parameters, with these parameters being updated and adapted to the learner's characteristics when responses are collected. Here we explore whether domain-general individual differences such as working-memory capacity or measures of general intelligence, which can be assessed prior to learning sessions, can inform the choice of initial model parameters. Such an approach is viable if the domain-general individual differences are related to the model parameters estimated during learning. In the current study, we asked participants to learn factual information, and assessed whether their learning performance, operationalized as (1) a model-parameter that captures the rate of forgetting, and (2) the results on an immediate and delayed post-test, was related to two common measures of individual differences: working memory capacity (WMC) and general cognitive ability (GCA). We failed to find evidence in favor for such relations, suggesting that, at least in this relatively small and homogeneous sample, executive functioning and attentional control did not play important roles in predicting delayed recall. The model parameters estimated during learning, on the other hand, are highly correlated with delayed recall of the studied material

Training modulates memory-driven capture

Attention is captured by information matching the contents of working memory. Though many factors modulate the amount of capture, there is surprising resistance to cognitive control. Capture occurs even when participants are instructed either that an item would never be a target or to drop that item from memory. Does the persistence of capture under these conditions reflect a rigidity in capture, or can properly motivated participants learn to completely suppress distractors and/or completely drop items from memory? Surprisingly, no studies have looked at the influence of extensive training of involuntary capture from working memory items. Here, we addressed whether training leads to a reduction or even elimination of memory-driven capture. After memorizing a single object, participants were cued to remember or to forget this object. Subsequently, they were asked to execute a search task. To measure capture, we compared search performances in displays that did and did not contain a distractor matching the earlier memorized object. Participants completed multiple experimental sessions over four days. The results showed that attentional capture by to-be-remembered distractors was reduced, but not eliminated in subsequent sessions compared with the first session. Training did not impact capture by to-be-forgotten objects. The results suggest observable, but limited, cognitive control over memory-driven capture

Within-Subject Performance on a Real-Life, Complex Task and Traditional Lab Experiments:Measures of Word Learning, Raven Matrices, Tapping, and CPR

In this data report, we describe a three-session experiment spanning six months. Several well-controlled laboratory tasks (Word Learning, Raven Matrices, and Tapping) and Cardiopulmonary Resuscitation (CPR), a complex but well-defined real-world task, were administered. Data are reported from 50 participants for the first session, 40 for the second, and 34 for the third. CPR is a useful domain for studying real-world performance inside the laboratory because clear performance standards can be applied to quantifying learners’ proficiency covering both the first steps that need to be taken prior to the initiation of CPR (declarative knowledge) as well as the compressions and ventilations themselves (procedural skill). This research resulted in a rich dataset with a range of different measures for all participants. For all tasks, the complete set of raw data are made available along with relevant aggregate performance scores (see https://osf.io/m8bxe/). The raw data in particular will enable other researchers to explore potential analyses and modeling beyond the scope of our own. The details of the data collection protocol and available data are documented here to facilitate this process

Keeping Bystanders Active:Resuscitating Resuscitation Skills

Introduction: Sufficient CPR skills in the general population are essential to make them active bystanders and contribute to an effective chain of survival in cardiac arrest emergencies. However, having a large proportion of the population regularly retrained is practically infeasible. Objective: The aim of this study was to assess and retrain cardiopulmonary resuscitation (CPR) skills of individuals who received (limited) CPR training several months to years prior. Method: Ninety-nine German adults in a possession of a driver's license were asked to perform CPR on a Laerdal Resusci Anne (R) QCPR manikin (Laerdal, Stavanger, Norway). After initial assessment, participants watched an instructional video and completed short, isolated compression, and ventilation practice with live feedback. CPR competency was assessed again after retraining and after a retention interval of 45 min. Results: Our results indicate that only 2% of participants managed to reach the performance criteria set by the European Resuscitation Council Guidelines, with most failing to reach even the lowest levels of performance. This corroborates earlier observations that CPR skills have deteriorated almost completely after a long retention interval, calling into question "one-and-done" certification of this basic life-saving. However, we also demonstrated that performance strikingly increased after watching a 6-min instructional video and a short opportunity for isolated practice. This increase in performance was stable over 45 min with 96% of participants meeting performance levels specified in the Guidelines. Closer inspection of the isolated compression practice data suggests that performance was very high at the start of the practice already, indicating that short refresher videos might suffice to change bystanders that would not have initiated CPR due to lack of knowledge into active first responders. Conclusion: We suggest that short refresher trainings could be an effective and affordable means of improving basic lifesaving skills to increase the effective contribution of bystanders during emergencies