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Field-based education is an integral component of undergraduate geoscience curricula and provides educational and social benefits associated with enhanced learning. But field excursions can too often end up as simple show-and-tell events and fall short of implementing effective teaching practices and achieving desired student learning gains. Moreover, logistical and economic pressures tend to discourage or create obstacles for the inclusion of field-based activities in undergraduate geoscience programs, especially in commuter-based colleges and universities. This case study shares how a one-day field trip offered at a commuter-based undergraduate campus of Indiana University was deconstructed to identify content-specific learning outcomes, and then reconstructed to a unitbased learning progression. The site-specific geologic content focused on describing and correlating outcrops of Paleozoic sedimentary strata in the Starved Rock area of Illinois. Shifting from a singleday field trip to a multi-session learning progression focused on instructional scaffolding and emphasized formative assessments that integrate cognitive learning theories including retrieval practice, elaboration, spaced practice and dual coding. Common practices of field geologists such as creating sketches of outcrops (dual-coding) were purposefully integrated as meaningful activities with opportunities for peer mentoring and reflection. Restructuring to a three-week unit included pre- and post-trip assessments to enable instructors to identify and address knowledge gaps and facilitate selfdriven learning opportunities for students. [ABSTRACT FROM AUTHOR]

Radiology is a highly complex field that requires mastery over an ever-expanding body of knowledge. Spaced learning, interleaving, and retrieval practice are evidence-based learning strategies that enhance long-term retention of information. The aim of this systematic review is to assess the effectiveness of these interventions in the setting of radiology education. The authors searched MEDLINE, Embase, PsycInfo, ERIC, and forward and backward citations for studies published between database inception and February 19, 2023. Eligibility criteria for included studies were randomized and quasi-randomized controlled trials that investigated the impact of spaced, interleaved, or retrieval practice on knowledge retention of medical trainees after education related to medical imaging as assessed by postinterventional examination scores. Of 1,316 records reviewed, 8 studies met eligibility criteria. Two studies investigated spaced learning, two studies interleaving, and six studies retrieval practice, including two trials that evaluated interventions incorporating both spaced learning and retrieval practice. Five of eight studies reported statistically significant differences between interventional and control groups on either immediate or delayed postinterventional examinations. Despite extensive evidence in support of spaced, interleaved, and retrieval practice within the broader literature, few studies have examined the effectiveness of these strategies in radiology education. Additional trials are required to evaluate the usefulness of incorporating these techniques into educational programs related to medical imaging. [ABSTRACT FROM AUTHOR]

• Implementation of testing as a study strategy will prepare students for course exams. • Educating students regarding testing as a study strategy does not impact grades. • Students perceived use of testing as a study strategy does not impact final grades. Critical thinking is essential in nursing education as no concept can be understood in isolation. The use of retrieval practice improves encoding, aiding in recollection of material. Nurse educators desire student success in course work; however, the overarching goal is to ensure student success on NCLEX-RN and in patient care. Exceptional critical thinking skills will assist students in achieving all of these goals. This quasi-experimental study investigated how students employ testing in preparation for exams, and it sought to determine if outcomes improved when students were made aware of the benefits of testing as a study strategy. Students received three unit exams, a comprehensive final and six content specific tests. One cohort also received an instructional session regarding the usefulness of testing as a study strategy. Students could also respond to an optional survey regarding their utilization of the tests as a study strategy. The study concluded there were no differences in outcomes based on the way in which students utilized tests, nor any differences in outcomes when students were made aware of the benefits of testing as a study strategy. No statistical significance was found regarding the students' reported use of testing as a study strategy, nor with respect to instructing students on the benefits of the use of testing as a study strategy. However, when compared to previous cohorts who did not utilize testing as a study strategy, there were statistical significances noted; therefore, additional research is merited to examine the results further. [ABSTRACT FROM AUTHOR]

Using games in a classroom setting to help engagement and learning is becoming popular, but controlled investigations into the benefits of games are few. Games are potentially a way to incorporate retrieval practice into a class and garner subsequent benefits to memory. The aim of the present study was to investigate whether a board game assisted students to remember facts from a year one biological psychology module. Forty-seven participants (42 female, 5 male) took part in a seminar to test the hypothesis that playing the board game would enhance memory compared to taking part in a quiz. An experimental design was adopted with a between-subject factor (group: board game versus quiz) and two within-subjects factors: time of test (before the seminar, immediately after the seminar, 7-days after the seminar) and question type (seminar questions, i.e. questions contained in the game or quiz versus control lecture questions, i.e. questions that were not contained in the game or quiz but in a lecture). Contrary to the hypothesis, there were no differences in scores between the board game and quiz groups. We propose this is due to both groups having participated in retrieval practice during the game or the quiz. However, there was a significant main effect of time of test (scores immediately after the seminar increased) and a main effect of question type (scores were higher for seminar questions than control questions). The time of test x question type interaction was significant; post hoc analyses show that both groups scored higher on seminar questions compared to the control lecture questions in the after seminar test, and in the 7 days test. In conclusion, games can engage students and help them to remember complex material, but it is the use of retrieval practice specifically that aids memory. Our data show that retrieval practice can be equally effective in a board game or quiz, but students preferred the board game. [ABSTRACT FROM AUTHOR]

The testing effect occurs when a person's memory performance is enhanced by previous tests. The current studies examined the performance effects of a classroom testing procedure on high and low performing students and their transfer of learning. Hypotheses: We predicted testing in the classroom would lead to a testing effect and transfer of learning but did not make specific predictions about the effect of student aptitude due to previously mixed findings. Study Design: Students in a psychology course completed unit exams and a final cumulative exam. Students could re-answer questions that were the most frequent incorrectly answered on the exam (Frequent Incorrectly answered Questions, FIQ) from each unit exam during an in-class testing activity following that exam. On the final cumulative exam, students answered the FIQs and non-FIQs (Study 1) or FIQs in multiple transfer conditions (Study 2). Proportional performance change on each question type was the dependent variable. Major Conclusions: Both high and low performing students' performance on FIQs increased compared to non-FIQs (Study 1). Performance in the Near Transfer condition was significantly greater than the Same Questions and the Far Transfer condition (Study 2). The findings presented here add to the evidence that supports testing in the classroom because it both facilitates longer term retention of the learned material and transfer of learning. [ABSTRACT FROM AUTHOR]

Many nursing students struggle with the disciplines of biosciences, particularly Anatomy, physiology, and biochemistry, which are introduced in the first year. Nursing students' motivation, prior knowledge, and academic performance matter, but teaching methods may also influence students' learning process. Retrieving knowledge through testing has previously proven to enhance learning to a greater extent than time spent on other classroom activities. The aim of this study was to explore nursing students' experiences with test-enhanced learning as a way of enhancing learning in Anatomy, physiology, and biochemistry. The lectures in each topic were followed by testing five days later. The tests were typically multiple-choice tests with short reply-times. The effect was measured in terms of students' self-reported level of satisfaction with test-enhanced learning, and their performance on the final exam in Anatomy, physiology, and biochemistry. The tests were performed in teams to avoid stressful situations that could negatively affect the students' learning process. A key achievement from introducing test-enhanced learning in the Anatomy, physiology, and biochemistry course was a perceived higher learning outcome and increased engagement and motivation among the students, resulting in resulting in more students achieving the highest grades (A and B). However, the students' academic results from upper secondary school also seemed to matter for their achievements on the final exam. These results indicated that many students benefited from test-enhanced learning, suggesting that test-enhanced learning can be an important teaching strategy in nursing education, particularly for biosciences. • Testing has a powerful effect on long-term retention. • Test Enhanced learning can be an important teaching strategy in nursing education, particularly for biosciences. • Test-enhanced learning in teams engage and motivate nursing students and increase their perceived learning outcome in anatomy, physiology, and biochemistry. [ABSTRACT FROM AUTHOR]

Previous research demonstrated that practice testing on studied information can effectively potentiate subsequent learning of new information, a phenomenon known as the forward testing effect. However, it has never been explored whether practice testing can facilitate the efficiency of learning new information for patients with schizophrenia. The current study recruited 124 patients with schizophrenia and 124 healthy controls to explore the forward testing effect on learning of 2D planar route maps (Experiment 1) and 3D spatial route information (Experiment 2). Experiment 1 showed that, for both patients with schizophrenia and healthy control participants, interim testing substantially boosted subsequent learning and recall of 2D planar route maps. Experiment 2 further demonstrated that, by comparison with interim restudying, interim testing effectively facilitated subsequent learning and recall of 3D spatial routes. Furthermore, the results demonstrated that interim testing effectively prevented the build-up of proactive interference for patients with schizophrenia. The documented findings suggest that interim testing is an effective strategy to enhance learning and memory for patients with schizophrenia. • Patients with schizophrenia exhibit inhibitory defects. • Interim testing promotes memory retention of routes by inhibiting interference. • The benefits of testing on memory for landmark sequences were found in both 2D and 3D contexts. • Interim testing is an effective strategy to enhance learning and memory for patients with schizophrenia. [ABSTRACT FROM AUTHOR]

The approach that students take in their studies at university is critical not only for their academic success but is equally important in life-long learning for their career and professional development. Heutagogy is the study of self-determined learning and it is important that we appraise how students in higher education are developing their metacognitive awareness in how they learn and study effectively. Cognitive science is an interdisciplinary research area that involves the scientific study of the human mind. It helps provide new knowledge in relation to areas such as memory, problem solving, knowledge transfer and understanding of complex topics. Cognitive science has demonstrated that re-testing oneself on material when learning, enhances and promotes greater retention of knowledge compared to re-reading the material. Learning that is distributed or spaced out over multiple study sessions also allows for greater retention of knowledge in the longer-term compared to 'cramming' of information. To evaluate the use of effective study approaches and habits across three different levels of study in an undergraduate pharmacy programme, a survey study was employed. A paper-based survey was completed by first-, second- and third-year undergraduate pharmacy students (n=192) during class sessions. Although there was some evidence of metacognitive awareness such as using testing (retrieval practice) with practice problems; across all years, suboptimal study approaches such as rereading, copying notes and cramming were endorsed. A schedule of deadlines shaped the organisation of study and time management for most students. Self-testing was predominantly used to test learning rather than an approach used during learning. There was evidence of a difference between the cohorts in relation to decisions for prioritizing studying, returning to review course material and re-reading. The evidence from this study demonstrates that learners would require training on metacognitive awareness and effective study strategies to enable their self-determined learning capabilities to evolve. The linear progression through a programme of study alone will not achieve this. There is a need to embed and emphasize effective strategies for learning into curricula and for faculty to utilise metacognitive awareness in their teaching. [ABSTRACT FROM AUTHOR]

Native vegetation in private lands plays an important role in providing ecosystem services and safeguarding biodiversity worldwide. Legal protection rules of this vegetation are thus crucial. In Brazil, since 1934, there has been a requirement for landowners to preserve a percentage of their land covered with native vegetation, the Legal Reserve. However, the 1934 legislation applies only to arboreal vegetation, while the protection of savannahs and grasslands begins after 1965 and 1989. The reference year for the application of Legal Reserves can thus have significant impacts on the amount of native vegetation legally protected. Here we tested the effects on Legal Reserve cover in São Paulo State, considering two different legal benchmarks as starting points: 1934 and 1965. Given that the 1934 law precedes the first aerial mapping in Brazil, we developed a methodology to estimate past native vegetation cover through a probabilistic approach. The forest deficit considering 1934 as the initial point is 3% lower than the one starting with the 1965 benchmark. Comparing both scenarios, the 1934 led to a reduction of 1255 farms with Legal Reserve deficit from a total of 30,417. For both scenarios, Legal Reserve deficits were concentrated in the West, Northwest, and Mid-west regions of the state. The outcomes showed that the benchmark change does not significantly affect the total area of Legal Reserves protection, the number of farms potentially benefited by this mechanism, and the amount of native vegetation deficit. However, the use of the 1934 as an initial date for considering protection of Legal Reserve can delay the implementation of the law due to a time-consuming farm-by-farm analysis, once the probabilistic map has an intrinsic limitation for an automatic process. Thus, the environmental gains with the adoption of 1934 as the initial date do not overcome the limitations of using a probabilistic map, suggesting that effective law enforcement depends on reliable and more recent baselines, allowing semi-automated analyses. This scientific evidence can be adopted by the other Brazilian States that have not yet defined the initial legal benchmark, balancing the advantages and disadvantages of adopting the 1934 Forest Act. • We compare scenarios for the Forest Act implementation considering different past vegetation cover benchmarks (1934 and 1965). • We developed a methodology for estimating native vegetation cover in 1934, because of lack of past spatialized land-use data. • The forest deficit for the benchmark of 1934 is only 3% higher than the one of the 1965 benchmark. • Given the uncertainties of the probabilistic map, the policy implementation can be delayed if 1934 benchmark is adopted. • Even with restrictions, this is the best possible map for the 1934 benchmark and can support decision-making. [ABSTRACT FROM AUTHOR]

Computer-mediated learning initiatives have recently increased due to the novel coronavirus pandemic. Implications are thus created for self-regulation, learning and achievement as computer-mediated learners face unique motivational and metacognitive demands. The current research uses a serial mediation approach to test the effect of goal orientations and the mediatory role of learning strategies on achievement among 195 Japanese university students on a 24-month computer-mediated English program. The tested model shows a good fit to the data and accounts for 28.5% of the achievement variance. Direct effects are observed between a performance-approach orientation and achievement. Mediation effects are also observed between a performance-approach orientation and achievement via a strategic approach to learning. In contrast, the effect of a mastery orientation on achievement is mediated via a strategic approach to learning. A mediated serial effect is also observed between a mastery orientation and achievement via a deep and strategic approach to learning. The challenges facing teachers and students of computer-mediated learning solutions in English as a foreign language (EFL) education and the importance of providing an informed experience that facilitates, supports and rewards adaptive motivations and approaches to learning are discussed. [ABSTRACT FROM AUTHOR]

• We used airborne topo-bathymetric LiDAR to obtain both vegetation and bed data. • A LiDAR point cloud was used to assess flow resistance in vegetated flooded rivers. • The proposed method was checked using Asahi River flooding simulations. • Results demonstrate that the method estimates the distributed flow resistance well. • These reported findings can support flood control work design for vegetated rivers. This paper describes application of airborne LiDAR bathymetry (ALB) with near-infrared and green pulsed lasers for gathering distributed vegetation conditions and topo-bathymetric data for rivers. For the lower Asahi River of Okayama Prefecture in Japan, the ALB data validity was verified using field observation data. This study also examined the applicability of ALB data for numerical simulations of the lower Asahi River flooding in early July 2018 in Japan, comparing simulated and observed data. Results demonstrated that the methodology for this study works well for parameterization of distributed vegetation on a reach scale. This study also applied numerical tests to investigate the effects of vegetation establishment on flood control plans for the lower Asahi River using parameters validated for flood flow simulations. Results demonstrate that the predicted water level markedly exceeds the high water level because of thick vegetation presently established along few-kilometer-long upstream sections of the targeted river reach. Therefore, we conclude that the present findings can support cost-effective management tasks for vegetated rivers. [ABSTRACT FROM AUTHOR]

Research shows that retrieval practice, compared with restudying, improves memory for previously learned information (i.e., testing effect); however, less work has examined testing effects for context memory (i.e., memory for associated details encountered at study). The present investigation examines the extent to which giving less information (i.e., fewer constraints) on a practice test improves item and context (source and font color) memory on a final test. Participants studied highly associated word pairs in red or green font. Participants were then shown the word pairs in a lower-constraint practice test (e.g., "brief-____"), higher-constraint practice test (e.g., "open-coels"), or restudy condition (e.g., "blaze-fire"). Results showed better item memory in the lower-constraint test than in both the higher-constraint test and restudy, but there was no difference for context memory across conditions. These findings demonstrate that using a less constrained practice test can increase the effectiveness of this learning strategy, but benefits may not transfer to contextual details. [ABSTRACT FROM AUTHOR]

Just like physical skills, cognitive skills grow rusty over time unless they are regularly used and practiced. This means that school breaks can have quite negative consequences on student learning. The Keeping in School Shape (KiSS) program is an engaging, innovative and cost-effective intervention that uses push technology to help students maintain proficiency over breaks from school, while also promoting a growth mindset. Theoretically, the KiSS program draws on the well-documented benefits of retrieval practice -- the notion that recalling previously material is a very effective way of maintaining cognitive performance. The KiSS program embodies retrieval practice by sending students a multiple-choice mathematics question daily via text messaging or email. A positive mindset regarding the benefits of effort is promoted through feedback messages that encourage program resource use, such as choosing to view a hint and retry a problem instead of giving up. This paper reports on a few aspects of the implementation of the KiSS program at a large university during the summer break for students enrolled in an engineering introductory calculus course sequence. [ABSTRACT FROM AUTHOR]

Numerous studies have tested the effects of extensive reading (ER) on L2 acquisition, while limited research has investigated the implementation of ER, especially in secondary L2 teaching contexts. In line with the advocacy of integrating ER into L2 curriculum, this qualitative case study explores a veteran EFL teacher's perceptions of ER implementation and his practice of integrating ER into the school curriculum. As the English department leader of a middle school in downtown Beijing, the teacher participant, with rich experience in EFL teaching and ER implementation, initiated the compilation of several textbooks and study guides as part of the school curriculum, accompanied by in-class activities and after-class assignments. Data were collected from three in-depth interviews with the teacher participant, respectively at the beginning, in the middle, and at the end of the school year. Other sources of data include related study materials and students ' assignments. Findings of this study indicate that school-based textbooks, complemented with in-class activities and reinforced by assignments, contribute to school curriculum development and ER implementation. Based on the results of the study, an ER-curriculum integration model was proposed for further discussion and exploration. [ABSTRACT FROM AUTHOR]

Retrieval practice is a straightforward and effective way to improve student learning, and its efficacy has been demonstrated repeatedly in the laboratory and in the classroom. In the current study, we implemented retrieval practice in the form of daily reviews in the classroom. Students (N = 47) in a cognitive psychology course completed a daily review at the beginning of each class. These consisted of 2-4 questions that encouraged students to practice retrieving material covered in lectures from the previous week. Then at the end of the semester, students took a comprehensive final exam consisting of content that was either on a daily review, a unit exam, both or neither. We replicated previous work showing that retrieval practice improved memory. Specifically, we found that students performed significantly better on questions whose information had been covered on both a daily review and unit exam. However, student performance did not differ amongst items covered only on a daily review, a unit exam, or on neither. Additionally, we extended previous work and found that students were significantly less overconfident for information covered on both a daily review and unit exam. The current results indicate that retrieval practice helps college students remember material over the course of a semester and also improves their ability to evaluate their own knowledge of the material. [ABSTRACT FROM AUTHOR]

Copyright of Electronic Journal of Research in Educational Psychology is the property of Editorial of the University of Almeria (Spain) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Computer Based Test (CBT) system has become a widely used tool for assessing examinee capability in examinations which is not limited to students but also to job seekers because of its instant delivery of results. However, most of the existing work studied a number of events that contributed to the adoption of CBT but little work had been done on the study of correlation between events which made it impossible to know the effect of certain event over the others. Hence, this studied the inter-relationship between events and how the relationship impacts positive changes on the CBT system in tertiary institutions using Cross-impact method. Questionnaires were administered on experts in three selected tertiary institutions in Oyo state. The questionnaire was structured to collate the opinions of experts on the probabilities of single occurrence and conditional occurrence of Examination Policy (EP), Availability of Software and Hardware (SH), Lecturers Acceptance (LA), School Management Commitments (MC) and Students Performance (SP) which were the five major relevant events considered for the adoption of Computer based testing system in tertiary institutions. The data obtained through the questionnaires were analyzed to derive the Initial Probability and Conditional Probability which constitute the Cross-Impact Probability matrix for the occurrence of considered events. Sensitivity testing was performed on each event to determine the individual impact on others.The results of sensitivity testing of the effect of EP on others showed the significant changes of 8, 11, 4 and 10% for SH, LA, MC and SP, respectively. Also, the result of sensitivity testing of the effect of SH on others experienced the significant changes of 9, 14, 6 and 13% for EP, LA, MC and SP, respectively. The result of sensitivity testing of the effect of LA on others experienced the significant changes of 14, 16, 12 and 19% for EP, SH, MC and SP, respectively. The study showed that all five events were important and had impact on one another but lecturers' acceptance has the highest impact while school management commitment has the least impact for the effective adoption of CBT in tertiary institutions. Thus, this will serve as baseline information for intending institutions in adopting CBT system in assessing their students' capabilities. [ABSTRACT FROM AUTHOR]

Assessment of learning within the online classroom is a growing point of discussion, particularly with regard to student exam performance. In 2017, an online Organizational Behavior course offered by a large, Christian university was revised to include a change in the quizzes offered to students to prepare for each of four exams. This study examined historical exam data to determine whether changing the number of quiz attempts from one attempt to unlimited attempts significantly improved learning outcomes. To address whether unlimited exam attempts impacted exam scores, the means for exams in the Limited Quiz and Unlimited Quiz groups were compared. Second, we asked whether the change from limited to unlimited quiz attempts impacted performance specifically on the first and last exams. The results indicate that unlimited practice attempts on quizzes improved student exam performance overall. Additionally, significant improvements were found in the Unlimited Quiz group on the first and fourth exams. Based on the research and our findings, suggestions for the application of this information for faculty, curriculum developers, and administrators are discussed. [ABSTRACT FROM AUTHOR]

Copyright of Vigo International Journal of Applied Linguistics is the property of Universidade de Vigo and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Objective: To develop and disseminate an automated item generation (AIG) system for retrieval practice (self-testing) in radiology and to obtain trainee feedback on its educational utility.Materials and Methods: An AIG software program (Radmatic) that is capable of generating large numbers of distinct multiple-choice self-testing items from a given "item-model" was created. Instead of writing multiple individual self-testing items, an educator creates an "item-model" for one of two distinct item styles: true/false knowledge based items and image-based items. The software program then uses the item model to generate self-testing items upon trainee request. This internet-based system was made available to all radiology residents at our institution in conjunction with our didactic conferences. After obtaining institutional review board approval and informed consent, a written survey was conducted to obtain trainee feedback.Results: Two faculty members with no computer programming experience were able to create item-models using a standard template. Twenty five of 54 (46%) radiology residents at our institution participated in the study. Twelve of these 25 (48%) study participants reported using the self-testing items regularly, which correlated well with the anonymous website usage statistics. The residents' overall impression and satisfaction with the self-testing items was quite positive, with a score of 7.89 ± 1.91 (mean ± SD) out of 10. Lack of time and email overload were the main reasons provided by residents for not using self-testing items.Conclusion: AIG enabled self-testing is technically feasible, and is perceived positively by radiology residents as useful to their education. [ABSTRACT FROM AUTHOR]

The retrieval of information from memory through testing produces learning advantages that are superior to studying alone; a phenomenon called the testing effect. Despite strong and consistent evidence that testing improves retention and recall of information, and superior organization of information within memory, testing continues to be under-utilized as a pedagogical strategy by teachers and as a self-regulatory strategy by learners. Testing that promotes recall rather than recognition of information, that is repeated at intervals over time, and that is accompanied by feedback is optimal for promoting learning. In addition to using testing as a powerful teaching tool, educators should promote the use of self-testing by learners to support the life-long learning that is essential to professional practice. [ABSTRACT FROM AUTHOR]

Retrieval practice is known to lead to better retention of a to-be-learned material than restudy (i.e., the testing effect). However, few studies have investigated retrieval practice in relation to working memory capacity (WMC) and personality characteristics such as grittiness (Grit) and need for cognition (NFC). In two experiments, we examined retrieval practice and restudy of Swahili-Swedish word pairs in relation to individual differences in Grit and NFC. In Experiment 1, using a between-subjects design, a significant main effect of retention interval was qualified by a Group 3 Retention Interval interaction. However, there were no effects of Grit or NFC. In Experiment 2, a within-subjects design was used, and a measure of WMC was included. The analyses revealed a testing effect; but again, WMC, Grit, and NFC were not significantly associated with performance. These results indicate that retrieval practice levels out the playing field regarding WMC, NFC, and Grit. [ABSTRACT FROM AUTHOR]

Background and purpose To incorporate and assess the impact of a coordinated practice testing activity on pharmacy student knowledge acquisition, retention, and perception as an effective study technique in a pharmacotherapy course. Educational activity and setting Students were instructed to individually create, exchange, complete, and discuss solutions to weekly, cumulative practice tests of targeted material during the first unit of the course. Students completed surveys on their perceptions of practice testing. Unit and final examination scores were compared to the previous year. Findings Comparison of average unit examinations scores showed only minimal improvement in knowledge acquisition, and no impact was detected in knowledge retention. Most students in the course did not perceive practice testing to be beneficial in learning or retaining unit material. Discussion and summary Incorporating a coordinated practice testing activity may have minimally improved knowledge acquisition in our pharmacotherapy course. However, limitations exist which make it difficult to attribute improvement solely to our learning activity. [ABSTRACT FROM AUTHOR]

Evidence supports the benefits of effortful processing in strengthening retention of newly learned material. The present study compared two forms of effortful processing, uncued (free) recall and cued recall, under both open and closed book conditions, on both immediate and delayed (one-week) test performance. Participants read a section of a child psychology text and then completed either an uncued recall task in which they typed as much information as they could recall, or a cued recall task, in which they typed answers to study questions. Recall was conducted under open versus closed book conditions. No differences between cued and uncued conditions were obtained, but participants performed better on immediate test performance in the open book condition. No significant effects were found at delayed assessment. The results point to a short-term advantage of effortful review of text materials performed with access to study materials. [ABSTRACT FROM AUTHOR]

Self-testing, a strategy wherein a student actively engages in creating questions and answers from study materials to assist with studying, has been found to be especially advantageous because it enhances future retrieval of information. Studies have found correlations among students' grade point averages (GPAs), self-testing, and rereading study strategies, as well as the spacing of study sessions over time. The aim of this study was to assess relationships among dental students' study strategies, scheduling of study time, and academic achievement. A 16-item survey requesting information on study habits, study schedules, and GPAs was distributed to 358 second-year dental students at New York University College of Dentistry. Additionally, the survey asked students to report the average number of hours per week they devoted to studying for didactic courses and preparing for hands-on preclinical courses. Of the 358 students, 94 (26%) responded to the survey. The vast majority of the respondents reported utilizing self-testing and rereading study strategies. High performers (with higher GPAs) were more likely to use self-testing, especially with flashcards, and to space their studying over multiple sessions. Lower performing students were more likely to highlight or underline their notes and to mass their study sessions or cram. Longer hours devoted to studying and practicing for simulation courses were associated with stronger performance; lower performers reported spending significantly fewer hours practicing for simulation courses. Half of the dental students surveyed said that they felt their studying would be more productive in the morning, although 84% reported doing most of their studying in the evening or late night. Sound study decisions depend on accurate regulation of ongoing learning and appropriate use and timing of evidence-based study strategies, so these results suggest that dental students may require guidance in these areas. [ABSTRACT FROM AUTHOR]

The article explores Interleaving is the process of mixing things up during spacing. Research has shown that simply rearranging the order of retrieval opportunities can double student learning (Weinstein, Sumeracki & Caviglioli, 2018). Think of 4 topics to be taught (A, B, C and D). A traditional approach would be blocked practice so pupils practice one at a time - which could look like AAAABBBBCCCCDDDD.

Research on human learning has shown that repeated retrieval practice or self-testing maximizes learning. However, recent studies have found undergraduate students to be largely unaware of the benefits of self-testing. The aim of this study was to examine dental students' study strategies and utilization of retrieval techniques for learning. All second-year dental students at New York University College of Dentistry were invited to participate. Of the total 360 students, 66 completed the two-question survey, for a response rate of 18.3%. The first question asked students to choose from a list of twelve study strategies the ones they used and to rank their top five in order of personal preference. Repeated reading was the most frequently used strategy with 83.3% of students reporting that they used it and 43.9% naming it as their top strategy. Of these students, 45.5% indicated that they self-tested while studying, but none indicated it was their number one strategy. The second question asked students how they would study after reading a textbook chapter for the first time. They were asked to choose one option from three possibilities: going back and restudying, self-testing (with the possibility of restudying afterward), or some other strategy. On this question, 25.8% chose restudying, 45.5% chose self-testing, and 28.8% indicated they would use another study strategy. Thus, 54.6% of the students reported they would not test themselves after reading a textbook chapter. Of those who chose self-testing, only seven students indicated they would do so to improve learning. The results of this study suggest that the students lacked sufficient awareness of the superiority of self-testing for learning. [ABSTRACT FROM AUTHOR]

• We reviewed 37 articles on how urbanicity modifies the greenspace-physical health relationship. • Most articles showed greenspace promoted health equally well across urban–rural gradients. • However, an urban advantage was found for cardiovascular, birth, and mortality outcomes. • An urban advantage was also found for greenspace measured closer to home (e.g., smaller buffer radii). • Findings may relate to the mechanistic pathways in nature–health relationships. Greenspace in urban areas may have greater protective health effects than elsewhere. Urban dwellers experience more environmental harmful exposures, attentional demands, and stressors than their suburban/rural counterparts. In this systematic review, we synthesize the results of studies that examined how the greenspace and health relationship varies by urbanicity. We searched for articles in April 2019 that found positive associations between greenspace and physical health. Included articles tested for effect modification by urbanicity among one or more (of eight total) outcomes relevant to health and environmental equity. We coded results as 1 = stronger association in more urban areas, −1 = stronger association in less urban areas, or 0 = no difference. We found 57 analyses in 37 articles that met our inclusion criteria. Among these analyses, 50.9% showed no difference, 38.6% showed a stronger association for more urban areas, and 10.5% showed a stronger association for less urban areas. More urban areas had stronger associations for cardiovascular-related, birth, and mortality outcomes and for greenspace measured within 500 m. Stronger greenspace-health associations in more urban areas might be explained in part by the mechanistic pathways underlying these associations. Greenspace can reduce harms from environmental exposures (i.e., air pollution, noise, heat, and artificial light at night) in addition to alleviating attentional demands, reducing chronic stressors, and promoting healthy behavior - factors which might be more necessary, prevalent, or stronger in urban areas. These potential explanations warrant further investigation. The findings of this review inform public health policy and planning professionals who are attempting to make cities livable for all residents. [ABSTRACT FROM AUTHOR]

• Tree seedling flood tolerance increases rapidly following emergence. • Floods lasting 15 days or more result in significant survival differences among species. • Heavy-seeded species' seedlings tend to have greater flood tolerance than seedlings of light-seeded species. The regeneration process is a sensitive period within life cycles of floodplain tree species and can strongly influence forest community composition. Yet, fundamental information remains limited on the relationship between regeneration processes and the flood disturbances that, together, construct floodplain forest landscapes. In a controlled greenhouse experiment we tested the effects of complete submergence on six temperate floodplain forest species to understand how flood timing and duration influence seedling survival. Groups of overcup oak (Quercus lyrata), Nuttall oak (Quercus texana), willow oak (Quercus phellos), sugarberry (Celtis laevigata), green ash (Fraxinus pennsylvanica), and American elm (Ulmus americana) seedlings were submerged for either 5, 15, 25, or 0 days (control) at the ages of 3-weeks, 6-weeks, and 9-weeks post-emergence. All species demonstrated a higher sensitivity to flooding at age 3-weeks compared to 6- and 9- weeks, indicating substantial changes in seedling resilience within the first months following emergence. Additionally, the heavier-seeded Q. lyrata , Q. texana, and Q. phellos were less or equally vulnerable to flooding compared to the lighter-seeded C. laevigata, F. pennsylvanica, and U. americana across all age groups, especially at 3-weeks post-emergence. The results of this study have implications for understanding woody species regeneration ecology and changes in floodplain forest composition, particularly in the context of hydrologic modifications. [ABSTRACT FROM AUTHOR]

Recent observations of many sublethal effects of pesticides on pollinators have raised questions about whether standard short-term laboratory tests of pesticide effects on survival are sufficient for pollinator protection. The fungicide Pristine® and its active ingredients (25.2% boscalid, 12.8% pyraclostrobin) have been reported to have low acute toxicity to caged honey bee workers, but many sublethal effects at field-relevant doses have been reported and Pristine® was recently found to increase worker pollen consumption, reduce worker longevity and colony populations at field relevant concentrations (Fisher et al. 2021). To directly compare these whole-colony field results to more standard laboratory toxicology tests, the effects of Pristine®, at a range of field-relevant concentrations, were assessed on the survival and pollen consumption of honey bee workers 0–14 days of age. Also, to separate the effects of the inert and two active ingredients, bees were fed pollen containing boscalid, pyraclostrobin, or pyraclostrobin plus boscalid, at concentrations matching those in the Pristine® treatments. Pyraclostrobin significantly reduced pollen consumption across the duration of the experiment, and dose-dependently reduced pollen consumption on days 12–14. Pristine® and boscalid significantly reduced pollen feeding rate on days 12–14. Boscalid reduced survival in a dose-dependent manner. Consumption of Pristine® or pyraclostrobin plus boscalid did not affect survival, providing evidence against strong negative effects of the inert ingredients in Pristine® and against negative synergistic effects of boscalid and pyraclostrobin. The stronger toxic effects of Pristine® observed in field colonies compared to this laboratory test, and the opposite responses of pollen consumption in the laboratory and field to Pristine®, show that standard laboratory toxicology tests can fail to predict responses of pollinators to pesticides and to provide protection. • Standard laboratory tests suggest fungicides are safe for honey bees. • The mito-toxic fungicide Pristine® negatively affects bees in the field but did not affect bees in lab conditions. • Boscalid, one of the active ingredients of Pristine®, reduced worker survival when tested in isolation. • The other active ingredient of Pristine®, pyraclostrobin, reduced pollen consumption. • Laboratory evaluations of toxicity do not accurately assess effects of exposure for pollinators in field conditions. [ABSTRACT FROM AUTHOR]

The present study aimed to assess the toxicity of seven UV-filters: zinc oxide nanoparticles (nZnO, particle size <100 nm), titanium dioxide nanoparticles (nTiO 2 , primary particle size 21 nm), 2-ethylhexyl-4-methoxycinnamate (EHMC), 4-methylbenzylidene camphor (4-MBC), avobenzone (AVO), octocrylene (OCTO) and benzophenone-3 (BP-3) on three species: Aliivibrio fischeri (inhibition of bioluminescence), Phaeodactylum tricornutum (growth inhibition) and Ficopomatus enigmaticus (larval development success). Results showed nTiO 2 to be the most toxic for P. tricornutum (EC 50 0.043 mg L−1), while no effect was observed in A. fischeri and F. enigmaticus. EHMC was the most toxic to A. fischeri (EC 50 0.868 mg L−1 (15 min) and 1.06 mg L−1 (30 min)) and the second most toxic to P. tricornutum. For F. enigmaticus , the lowest percentages of correct development resulted from 4-MBC exposure, with EC 50 of 0.836 mg L−1. Overall, AVO induced low toxicity to every assessed species and OCTO was the least toxic for F. enigmaticus larvae. Considering the results obtained for F. enigmaticus , further larval development assays were performed with nZnO and EHMC under different light (light vs darkness) and temperature (20 and 25 °C) conditions, showing higher percentages of correct development at 25 °C, independently on light/darkness conditions. Under different temperature and photoperiod conditions, nZnO was more toxic than EHMC. Overall, nZnO and EHMC were among the most toxic UV filters tested and, when testing the effects of these UV-filters with temperature the results highlight that the impacts are liable to be lessened at higher temperatures (25 °C compared with 20 °C), in the case of this estuarine polychaete species. Nevertheless, further experiments are necessary to describe the effects of these two UV-filters at different organization levels, to study the toxicity of eventual degradation by-products and to provide more information on the combination of different stressors. [Display omitted] • Ethylhexyl methoxycinnamate (EHMC) was the most toxic UV filter for Aliivibrio fischeri. • Titanium dioxide (nTiO 2) induced the highest toxicity in Phaeodactylum tricornutum. • 4-methylbenzylidene camphor (4-MBC) was the most toxic for Ficopomatus enigmaticus. • The percentage of well-developed larvae was overall higher under 25 °C. • Photoperiod did not seem to influence nZnO and/or EHMC toxicity. [ABSTRACT FROM AUTHOR]

Salt stress, as an abiotic stress, limits crops production worldwide. Autophagy and programmed cell death (PCD) have been functionally linked to plant adaptation to abiotic stress. However, the relation of autophagy and PCD is still under debate and the mechanism behind remains not fully understood. In this study, salt-tolerant wheat cultivar Jimai22 was used as the experimental material, and 150 mM NaCl was added to the hydroponic culture to test the effect of salt treatment. The results showed that NaCl stress enhances autophagic activity and induced occurrence of PCD in roots and leaves of wheat seedlings. Then, the barley stripe mosaic virus-induced silencing (BSMV-VIGS) method was used to inhibit autophagy by silencing the expression of ATG2 or ATG7. The results showed that silencing of ATG2 or ATG7 significantly inhibited autophagy and impaired the tolerance of wheat to NaCl stress. Moreover, silencing of ATG2 or ATG7 disrupted the absorption of Na, Cl, K and Ca elements and led to subsequent disequilibrium of Na+, Cl-, K+ and Ca2+, induced generation of excess reactive oxygen species (ROS), decreased the antioxidant activity, damaged photosynthesis apparatus, increased the level of PCD and led to differential expression of the genes, two metacaspase genes, cysteine-rich receptor-like kinase (CRK) 10 , and CRK26 in leaves of wheat seedlings under NaCl stress. The effect of the inhibitor 3-methyladenine (3-MA) on roots and leaves of wheat seedlings was in accordance with that of ATG2 and ATG7 silencing. Our results suggest that autophagy negatively regulates salt-induced PCD, or limits the scale of salt-induced PCD to avoid severe tissue death in wheat seedlings. [Display omitted] • NaCl stress induced the occurrence of autophagy and PCD in wheat. • Inhibition of Autophagy impairs the tolerance of wheat to NaCl stress. • Autophagy negatively regulates of NaCl-induced PCD in wheat seedlings. [ABSTRACT FROM AUTHOR]

The pressure that climate change risks impose on countries is a topic of interest to policymakers globally. The preparedness of climate change "hot spots" like Africa has been thought to be an important strategy in mitigating the effects of climate change hazards. Using panel quantile regression analysis, the paper empirically tests the effect of adaptation readiness on climate change vulnerability in 51 African countries over the period 1995 to 2018. The findings show that adaptation readiness has a significant negative effect on vulnerability to climate change in the region. The results also demonstrate that Central Africa is the most vulnerable sub-region to climate change with high exposure, high sensitivity, and low adaptive capacity. Whereas Southern and North Africa are the least vulnerable sub-regions to climate change in Africa. The differences in climate change vulnerability and adaptation readiness across Africa imply that blanket allocation of climate adaptation support and resources is unlikely to be effective. Therefore, a paradigm change in the allocation of climate adaptation support and resources is required. • The paper empirically tests the effect of adaptation readiness on climate change vulnerability in Africa. • The central African sub-region is the most vulnerable sub-regional block to climate change in Africa • Somalia is the most climate-vulnerable country in Africa with high exposure, low adaptive capacity, and high sensitivity. • Adaptation readiness has a significant negative effect on climate vulnerability in Africa. [ABSTRACT FROM AUTHOR]

• Integrate science and management is a challenge to improve conservation strategies. • Macrofaunal patterns were assessed and further discussed with local stakeholders. • High mud content in the sediment were correlated with reduced macrofaunal richness. • Taxa richness can be an indicator related to initial ecosystem changes. • These indicators are useful to implementing an adaptive ecosystem-based management. The integration of biodiversity knowledge with management needs in coastal protected ecosystems is a current challenge that requires a social-ecological perspective, especially in view of the current scenario regarding climate changes. At the southeastern Brazil, estuaries inside protected areas highlight as a great source of ecosystem services connected to the biodiversity, such as the food provisioning for local communities (i.e. fishery supply). However, climate change models considering the last four decades alert to an annual rainfall increase in the region, threatening the estuarine biodiversity and its associated ecosystem services. Here, we evaluated how estuarine macrofaunal distribution could be used as ecological indicators to support the stakeholders management needs in subtropical Marine Protected Areas (MPAs). The intertidal macrofauna distribution was assessed along physical gradients in estuaries within MPAs of the southeastern Brazil, testing the effects of salinity and sediment properties on taxa richness. Then, implications of these ecological findings were discussed with the local users and managers of the MPAs, aiming to stipulate indicators and management proposals considering the rainfall increase predicted for the region. We found that macrofauna community varied between estuarine zones along the physical gradients. High values of mud and organic content in the sediment were correlated with reduced taxa richness in the upper estuarine zone, indicating high vulnerability of biodiversity to a possible estuarine mud input connected to the expected rainfall increase. Stakeholders noted that this knowledge could assist with spatial planning for an adaptive management of the biodiversity use rules on the MPAs, with focus on the ecosystem services conservation (ecosystem-based management). Stakeholders suggested using biodiversity hotspots to guide estuarine areas classification (no-take zones and sustainable use zones), maintaining the resources use rules adaptable according to the biodiversity changes. In this regard, our data revealed important bioindicators, such as the macrofaunal richness, which can be monitored as "early signals" to assess eventual ecosystem alterations related to the climate changes. These signals can include loss in taxa richness, extirpation of species exclusively found on the lower estuarine zone (sensitives to mud input) and changes in the distribution or abundance of dominant taxa. We suggest that understanding the relationships between macrofaunal indicators and ecosystems services, associated with continuous monitoring, are the key steps to implementing an adaptive ecosystem-based management of these protected estuaries in the current changing scenario, contributing to decision making at local scale that respond to global challenges, as the UN Ocean Decade. [ABSTRACT FROM AUTHOR]

Masks have become the custom among restaurant workers and bartenders as a form of protection against COVID-19. Yet, given the rapid introduction of masks to the uniforms of restaurant servers there is a dearth of extant scholarship that has explored the effects of face coverings on customers' behaviors. In response, this research offers a preliminary test of the effect of server masks on a common consumer behavior in the full-service restaurant industry—tipping. We review theoretical and empirical reasons suggesting that a mask may have a negative effect on customers' tipping practices. Potential mask effects on tipping are then explored with a survey experiment that was administered to a large and diverse sample of Amazon Mechanical Turk "workers." Our results suggest that wearing a mask is not likely to, on average, have a meaningful effect on how much restaurant customers tip their servers. However, we do observe a negative indirect effect of a mask on customer reported tip amount through diminished perceptions of a hypothetical servers' friendliness. This effect was found to be attenuated among those who are altruistically motivated to tip servers as a way to help them financially. The implications of our results and directions for future research are discussed. • This research assesses the effect of server masks on restaurant customers' tipping behaviors. • Results from a survey experiment suggest that, on average, wearing a mask is not likely to have a meaningful effect on restaurant servers' tipped income. • However, we do report a negative indirect effect of wearing a mask on customers' tipping behaviors through their perceptions of servers' friendliness. • The strength of the negative indirect effect (mask-->friendliness-->tips) was found to be diminished as a function of customer motivations to tip servers' for altruistic reasons (e.g., to help them financially). [ABSTRACT FROM AUTHOR]

• Generating questions during learning enhances long-term retention. • The benefit of question generation is larger than of restudying. • Learners need access to the learning material or keywords when generating questions. • Retrieval cannot account for the effect of generating questions. • Generating questions can easily be applied in real educational contexts. Generating questions by learners might be a potent learning technique but previous research yielded several shortcomings and underlying mechanisms are not well understood. Students (N = 231) first read an expository text including bold keywords and then generated questions and answers referring to these keywords in three conditions: (1) open-book (i.e., text accessible), (2) closed-book (i.e., text inaccessible), and (3) cued closed-book (i.e., only keywords provided). In a test after one week, students in the open-book and in the cued closed-book conditions performed better than students in the restudying condition. The number of generated questions and answers was largest in the open-book condition, smaller in the cued closed-book condition and smallest in the closed-book condition and predicted final test performance. Generating questions and answers is an effective tool to boost retention in university learning when (at least part of) the learning material remains accessible. [ABSTRACT FROM AUTHOR]

In a recent publication, investigators examined the ways in which learners most effectively acquired new knowledge. The authors found that students achieved the most meaningful and long-lasting learning through retrieval practice, a method consisting of taking tests on the curricular material covered as part of the primary learning activity. The findings from this study may be useful in enhancing the ways that we prepare our surgical trainees. Further, these data have important implications as we consider our own processes for lifelong learning. [ABSTRACT FROM AUTHOR]