Enhancing learning and retention through the distribution of practice repetitions across multiple sessions.

The acquisition and retention of knowledge is affected by a multitude of factors including amount of practice, elapsed time since practice occurred, and the temporal distribution of practice. The third factor, temporal distribution of practice, is at the heart of research on the spacing effect. This research has consistently shown that separating practice repetitions by a delay slows acquisition but enhances retention.

Aircrew Actual vs. Prescriptive Sleep Schedules and Resulting Fatigue Estimates.

Fatigue is an insidious and costly occurrence in the aviation community, commonly a consequence of insufficient sleep. Some organizations use scheduling tools to generate prescriptive sleep schedules to help aircrew manage their fatigue. It is important to examine whether aircrew follow these prescriptive schedules, especially in very dynamic environments.

Cognition-Enhanced Machine Learning for Better Predictions with Limited Data.

The fields of machine learning (ML) and cognitive science have developed complementary approaches to computationally modeling human behavior. ML's primary concern is maximizing prediction accuracy; cognitive science's primary concern is explaining the underlying mechanisms. Cross-talk between these disciplines is limited, likely because the tasks and goals usually differ.

Personalized Training Schedules for Retention and Sustainment of Cardiopulmonary Resuscitation Skills.

Introduction: The study examined how the spacing of training during initial acquisition of cardiopulmonary resuscitation (CPR) skill affects longer-term retention and sustainment of these skills.

Methods: This was a multiphased, longitudinal study. Nursing students were randomly assigned to 2 initial acquisition conditions in which they completed 4 consecutive CPR training sessions spaced by shorter (1 or 7 days) or longer (30 or 90 days) training intervals.

Baseline Cardiopulmonary Resuscitation Skill Performance of Nursing Students Is Improved After One Resuscitation Quality Improvement Skill Refresher.

This article reports the results of baseline cardiopulmonary resuscitation (CPR) skills performance measurements from 467 nursing students. All participants had completed a CPR course. Baseline measurements were compared to performance after one 10-minute refresher training session on the Resuscitation Quality Improvement system.

Training interval in cardiopulmonary resuscitation.

Aim: Although evidence supports brief, frequent CPR training, optimal training intervals have not been established. The purpose of this study was to compare nursing students' CPR skills (compressions and ventilations) with 4 different spaced training intervals: daily, weekly, monthly, and quarterly, each for 4 times in a row.

Methods: Participants were nursing students (n = 475) in the first year of their prelicensure program in 10 schools of nursing across the United States.

Mechanisms underlying the spacing effect in learning: A comparison of three computational models.

The spacing effect is one of the most widely replicated results in experimental psychology: Separating practice repetitions by a delay slows learning but enhances retention. The current study tested the suitability of the underlying, explanatory mechanism in three computational models of the spacing effect. The relearning of forgotten material was measured, as the models differ in their predictions of how the initial study conditions should affect relearning.

Evaluating the Theoretic Adequacy and Applied Potential of Computational Models of the Spacing Effect.

The spacing effect is among the most widely replicated empirical phenomena in the learning sciences, and its relevance to education and training is readily apparent. Yet successful applications of spacing effect research to education and training is rare. Computational modeling can provide the crucial link between a century of accumulated experimental data on the spacing effect and the emerging interest in using that research to enable adaptive instruction.