Making long-term memories in minutes:a spaced learning pattern from memory research in education

Memory systems select from environmental stimuli those to encode permanently. Repeated stimuli separated by timed spaces without stimuli can initiate Long-TermPotentiation(LTP) and long-term memory (LTM encoding. These processes occur in time scales of minutes, and have been demonstrated in many species. This study reports on using a specific timed pattern of three repeated stimuli separated by 10min spaces drawn from both behavioral and laboratory studies of LTP and LTM encoding. A technique was developed based on this pattern to test whether encoding complex information into LTM in students was possible using the pattern within a very short timescale. In an educational context, stimuli were periods of highly compressed instruction, and spaces were created through 10min distractor activities. Spaced Learning in this form was used as the only means of instruction for a national curriculum Biology course, and led to very rapid LTM encoding as measured by the high-stakes test for the course. Remarkably, learning at a greatly increased speed and in a pattern that included deliberate distraction produced significantly higher scores than random answers (p<0.00001)and scores were not significantly different for experimental groups (one hour spaced learning) and control groups(four months teaching). Thus learning per hour of instruction, as measured by the test, was significantly higher for the spaced learning groups(p<0.00001). In a third condition, spaced learning was used to replace the end of course review for one of two examinations. Results showed significantly higher outcomes for the course using spaced learning(p<0.0005). The implications of these findings and further areas for research are briefly considered

An examination of current practice and new developments in the forensic assessment of offenders

Exploring and understanding the practice of accurately assessing offenders is an important area of research for forensic practice and the risk management of offenders. This thesis aims to explore different approaches to offender assessment, specifically their clinical utility in forensic mental health settings. The first chapter, provides an introduction to the importance of accurate offender assessment, and presents current models proposed within the literature. The second chapter, provides a systematic review of historically used approaches in the assessment of risk, and compares their predictive accuracy and clinical utility in relation to a mentally disordered offending population. The third chapter, critically appraises a widely used assessment tool to assess risk within forensic mental health settings, the HCR-20 (Version 3.0; Douglas, Hart, Webster & Belfrage, 2013). The fourth chapter, moves way from specific tools used in current practice and instead explores clinicians current understanding and use of newer concepts in offender assessment (IOW/IOA), through a qualitative research study. Finally, the fifth chapter presents a thorough discussion of the overall content, findings and conclusions of this thesis. Findings have important implications for the practice of assessing and managing offenders effectively

The Autism Spectrum in the 21st Century: Exploring Psychology, Biology and Practice

The Autism Spectrum in the 21st Century is the definitive guide to the autism spectrum, introducing the reader to key concepts and developments in diagnosis, psychological and biological research, theoretical models, evidence-based intervention, educational strategies and family issues. The book charts how developments in theory, research and practice have shaped, and continue to shape, the evolving concept of autism which is at the core of this field