Similarities and differences between working memory and long-term memory: Evidence from the levels-of-processing span task.

Two experiments compared the effects of depth of processing on working memory (WM) and long-term memory (LTM) using a levels-of-processing (LOP) span task, a newly developed WM span procedure that involves processing to-be-remembered words based on their visual, phonological, or semantic characteristics. Depth of processing had minimal effect on WM tests, yet subsequent memory for the same items on delayed tests showed the typical benefits of semantic processing. Although the difference in LOP effects demonstrates a dissociation between WM and LTM, we also found that the retrieval practice provided by recalling words on the WM task benefited long-term retention, especially for words initially recalled from supraspan lists. The latter result is consistent with the hypothesis that WM span tasks involve retrieval from secondary memory, but the LOP dissociation suggests the processes engaged by WM and LTM tests may differ. Therefore, similarities and differences between WM and LTM depend on the extent to which retrieval from secondary memory is involved and whether there is a match (or mismatch) between initial processing and subsequent retrieval, consistent with transfer-appropriate-processing theory. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Nuclear Data Sheets for A=182

Nuclear spectroscopic information for known nuclides of mass number 182 (Lu,Hf,Ta,W,Re,Os,Ir,Pt,Au,Hg, Tl,Pb) with Z=71 to 82 and N=111 to 100 have been evaluated and presented together with adopted energies and Jπ of levels in these nuclei. No excited state data are yet available for ¹⁸²Lu, while only limited structure information is available for ¹⁸²Pb and ¹⁸²Tl. Rotational band structures are known for ¹⁸²Hg and ¹⁸²Au but spin-parity assignments remain largely tentative. The decays of ¹⁸²Lu, ¹⁸²Hg, ¹⁸²Au and ¹⁸²Tl are not well established. The ¹⁸²Hf isotope is of geophysical and astrophysical interest. This evaluation supersedes previous full evaluations of A=182 published by 1988Fi05 and 1975Sc13, and a selected (mainly high-spin) update of A=182 published by 1995Si04.     

Using anisotropic heat flux sensors in aerodynamic experiments

We present the results of comparative measurements of the heat flux to a flat plate in a supersonic flow at a Mach number of M = 6, which were performed using the two following anisotropic heat sensors with different thicknesses of sensor elements: (i) Atomic Layer Thermo Pile (ALTP, Fortech GmbH, Germany) with a thickness of ～0.5 × 10^?6 m and (ii) gradient heat flux sensor (GHFS, St. Petersburg State Polytechnic University, Russia) with a thickness of ～2 × 10^?4 m. The ALTP sensor can be used for directly measuring heat fluxes in processes with a characteristic time above 10^?6 s. A method for mathematically processing the GHFS response signal is proposed that allows heat flux oscillations to be revealed in gasdynamic process with a characteristic time on the order of 10^?4 s.     

Memorial consequences of answering SAT II questions.

Many thousands of students take standardized tests every year. In the current research, we asked whether answering standardized test questions affects students' later test performance. Prior research has shown both positive and negative effects of multiple-choice testing on later tests, with negative effects arising from students selecting incorrect alternatives on multiple-choice tests and then believing they were correct (Roediger & Marsh, 2005). In the current experiments, undergraduates and high school students answered multiple-choice questions retired from SAT II tests (that are no longer in the testing pool) on biology, chemistry, U.S. history, and world history, and later answered cued-recall questions about these subjects. In 3 experiments, we observed positive testing effects: More final cued-recall questions were answered correctly if the items had appeared on the initial multiple-choice test. We also sometimes observed negative testing effects: intrusions of multiple-choice distractors as answers on the final cued-recall test. Students who scored well on the initial test benefited from taking the test, but lower achieving students showed either less benefit (undergraduates) or costs from the testing (high school students). (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Correcting a metacognitive error: Feedback increases retention of low-confidence correct responses.

Previous studies investigating posttest feedback have generally conceptualized feedback as a method for correcting erroneous responses, giving virtually no consideration to how feedback might promote learning of correct responses. Here, the authors show that when correct responses are made with low confidence, feedback serves to correct this initial metacognitive error, enhancing retention of low-confidence correct responses. In 2 experiments, subjects took an initial multiple-choice test on general knowledge facts and made a confidence judgment after each response. Feedback was provided for half of the questions, and retention was assessed by a final cued-recall test. Taking the initial test improved retention relative to not testing, and feedback further enhanced performance. Consistent with prior research, feedback improved retention by allowing subjects to correct initially erroneous responses. Of more importance, feedback also doubled the retention of correct low-confidence responses, relative to providing no feedback. The function of feedback is to correct both memory errors and metacognitive errors. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Test-enhanced learning in a middle school science classroom: The effects of quiz frequency and placement.

Typically, teachers use tests to evaluate students' knowledge acquisition. In a novel experimental study, we examined whether low-stakes testing (quizzing) can be used to foster students' learning of course content in 8th grade science classes. Students received multiple-choice quizzes (with feedback); in the quizzes, some target content that would be included on the class summative assessments was tested, and some of the target content was not tested. In Experiment 1, three quizzes on the content were spaced across the coverage of a unit. Quizzing produced significant learning benefits, with between 13% and 25% gains in performance on summative unit examinations. In Experiments 2a and 2b, we manipulated the placement of the quizzing, with students being quizzed on some content prior to the lecture, quizzed on some immediately after the lecture, and quizzed on some as a review prior to the unit exam. Review quizzing produced the greatest increases in exam performance, and these increases were only slightly augmented when the items had appeared on previous quizzes. The benefits of quizzing (relative to not quizzing) persisted on cumulative semester and end-of-year exams. We suggest that the present effects reflect benefits accruing to retrieval practice, benefits that are well established in the basic literature. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Focused electron beam induced deposition of gold catalyst templates for Si-nanowire synthesis

A new approach using focused electron beam induced deposition (FEBID) to deposit catalyst particles is reported for the synthesis of single crystalline silicon nanowires (SiNWs) grown by low pressure chemical vapor deposition (LPCVD). The FEBID deposited gold dot arrays fabricated from an acac-Au(III)-Me(2) precursor were investigated by AFM and EDX. The depositions were found to form a sharp tip and a surrounding halo and consist of only 10 at.% Au. However, SiNWs could be synthesized on the deposited catalyst using the vapor-liquid-solid (VLS) method with a mixture of 2% SiH(4) in He at 520?°C. NW diameters from 30 nm up to 150 nm were fabricated and the dependency of the NW diameter on the FEBID deposition time was observed. TEM analysis of the SiNWs revealed a [110] growth direction independent of the NW diameter. This new method provides a maskless and resistless approach for generating catalyst templates for SiNW synthesis on arbitrary surfaces.     

How much does guessing influence recall? Comment on Erdelyi, Finks, and Feigin-Pfau.

M. H. Erdelyi et al (see record 1989-38884-001) present evidence that variations in recall criteria can affect the number of items correctly recalled. In this comment, we (a) describe some procedural differences between their work and the earlier experiments of H. L. Roediger and D. G. Payne (see record 1986-13690-001), (b) note that their large manipulations of recall criteria produced only small effects on the amount recalled, and (c) describe recent research complementing that of Erdelyi et al. We observe that variations in recall criteria have larger effects after a 1-week delay than on an immediate test. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Paul A. Kolers (1926–1986).

Presents an obituary for Paul A. Kolers (1926–1986). Paul A. Kolers died of lung cancer in Toronto on January 27, 1986. He was born August 14, 1926, in New York City and obtained his BA degree from Queen's College in 1951, and his PhD degree from New York University in 1957. After holding several teaching and research positions, including posts at Bell Labs, Harvard University, and the Massachusetts Institute of Technology, he joined the Department of Psychology at the University of Toronto in 1970, a position he held until his death. Kolers's intellectual interests were wide ranging, both within psychology and across neighboring disciplines. He was deeply committed to the world of ideas--a commitment that made him a stimulating colleague, but often made him impatient with lines of work he considered misguided. His penetrating critical abilities were expressed in acerbic commentaries on various "information-processing" approaches. His own thinking was independent, but was connected to important historical streams in philosophy and psychology; he was an ingenious experimentalist and a creative theorist. In social situations he was a warm and amusing companion. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The Positive and Negative Consequences of Multiple-Choice Testing.

Multiple-choice tests are commonly used in educational settings but with unknown effects on students' knowledge. The authors examined the consequences of taking a multiple-choice test on a later general knowledge test in which students were warned not to guess. A large positive testing effect was obtained: Prior testing of facts aided final cued-recall performance. However, prior testing also had negative consequences. Prior reading of a greater number of multiple-choice lures decreased the positive testing effect and increased production of multiple-choice lures as incorrect answers on the final test. Multiple-choice testing may inadvertently lead to the creation of false knowledge. (PsycINFO Database Record (c) 2010 APA, all rights reserved)