Evidence of long-term modification of behavior-in particular, gait alterations in response to repeated exposure to slips-within the locomotor-balance control system is limited. The purpose of this study was to examine whether improvements in fall-resisting behavior as reflected by improvements in gait stability could be retained on a long-term basis. Eight healthy young subjects were exposed to...

The project examined the very long term retention of knowledge which was originally acquired from formal education and which had not been subsequently used or reviewed. In higher education a great deal of time and effort is devoted to the acquisition of knowledge, but very little is known about how long this knowledge is retained. The study was designed to supply some answers to the following q...

In most educational situations, both teachers and students make a sharp distinction between learning and assessment. Learning occurs when students read their textbooks, listen to lectures, take notes, review their books and notes, and work in collaborative study groups. Students’ learning is assessed from time to time by the requirement to take quizzes, tests, and exams. Little thought is given...

most of the studies on the key word method of second/foreign language vocabulary learning have been based on the evidence from laboratory experiments and have primarily involved the use of english key words to learn the vocabularies of other languages. furthermore, comparatively quite limited number of such studies is done in authentic classroom contexts. the present study inquired into the eff...

Expanding retrieval practice (T. K. Landauer & R. A. Bjork, 1978) is regarded as a superior technique for promoting long-term retention relative to equally spaced retrieval practice. In Experiments 1 and 2, the authors found that expanding retrieval practice of vocabulary word pairs produced short-term benefits 10 min after learning, conceptually replicating Landauer and Bjork's results. Howeve...