LOWER TANANA FLASHCARDS by Summer Dougherty, B.A. a Project
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A Queueing-Theoretic Foundation for Optimal Spaced Repetition
A Queueing-Theoretic Foundation for Optimal Spaced Repetition Siddharth Reddy [email protected] Department of Computer Science, Cornell University, Ithaca, NY 14850 Igor Labutov [email protected] Department of Electrical and Computer Engineering, Cornell University, Ithaca, NY 14850 Siddhartha Banerjee [email protected] School of Operations Research and Information Engineering, Cornell University, Ithaca, NY 14850 Thorsten Joachims [email protected] Department of Computer Science, Cornell University, Ithaca, NY 14850 1. Extended Abstract way back to 1885 and the pioneering work of Ebbinghaus (Ebbinghaus, 1913), identify two critical variables that de- In the study of human learning, there is broad evidence that termine the probability of recalling an item: reinforcement, our ability to retain a piece of information improves with i.e., repeated exposure to the item, and delay, i.e., time repeated exposure, and that it decays with delay since the since the item was last reviewed. Accordingly, scientists last exposure. This plays a crucial role in the design of ed- have long been proponents of the spacing effect for learn- ucational software, leading to a trade-off between teaching ing: the phenomenon in which periodic, spaced review of new material and reviewing what has already been taught. content improves long-term retention. A common way to balance this trade-off is spaced repe- tition, which uses periodic review of content to improve A significant development in recent years has been a grow- long-term retention. Though spaced repetition is widely ing body of work that attempts to ‘engineer’ the process used in practice, e.g., in electronic flashcard software, there of human learning, creating tools that enhance the learning is little formal understanding of the design of these sys- process by building on the scientific understanding of hu- tems. -
The Spaced Interval Repetition Technique
The Spaced Interval Repetition Technique What is it? The Spaced Interval Repetition (SIR) technique is a memorization technique largely developed in the 1960’s and is a phenomenal way of learning information very efficiently that almost nobody knows about. It is based on the landmark research in memory conducted by famous psychologist, Hermann Ebbinghaus in the late 19th century. Ebbinghaus discovered that when we learn new information, we actually forget it very quickly (within a matter of minutes and hours) and the more time that passes, the more likely we are to forget it (unless it is presented to us again). This is why “cramming” for the test does not allow you to learn/remember everything for the test (and why you don’t remember any of it a week later). SIR software, notably first developed by Piotr A. Woźniak is available to help you learn information like a superhero and even retain it for the rest of your life. The SIR technique can be applied to any kind of learning, but arguably works best when learning discrete pieces of information like dates, definitions, vocabulary, formulas, etc. Why does it work? Memory is a fickle creature. For most people, to really learn something, we need to rehearse it several times; this is how information gets from short‐term memory to long‐ term memory. Research tells us that the best time to rehearse something (like those formulas for your statistics class) is right before you are about to forget it. Obviously, it is very difficult for us to know when we are about to forget an important piece of information. -
How to Memorize and Retain Vocabulary Effectively Using Spaced Repetition Software, Even If There Are Scarce Resources for Your Language
How to memorize and retain vocabulary effectively using spaced repetition software, even if there are scarce resources for your language Jed Meltzer, Ph.D. Rotman Research Institute, Baycrest University of Toronto Elements of language learning Social interaction Instruction Drilling, repetition Language learning balance All teacher-driven: costly, limited availability, Travel difficulties, physical distancing Limited opportunity to study at your own pace. All drilling: hard to stay focused. Hard to choose appropriate exercises Easy to waste time on non-helpful drills Vocabulary size • Highly correlated with overall language knowledge • Relates to standardized proficiency levels • Can be tracked very accurately if you start from the beginning of your language learning journey. Estimated vocabulary size for CEFR • A1 <1500 • A2 1500–2500 • B1 2750–3250 • B2 3250–3750 • C1 3750–4500 • C2 4500–5000 Estimates of vocabulary size needed Robert Bjork on learning: • "You can't escape memorization," he says. "There is an initial process of learning the names of things. That's a stage we all go through. It's all the more important to go through it rapidly." The human brain is a marvel of associative processing, but in order to make associations, data must be loaded into memory. Want to Remember Everything You'll Ever Learn? Surrender to This Algorithm Wired magazine, April 21, 2008 Vocab lists • Provide structure to courses, whether in university, community, online. • Provide opportunity to catch up if you miss a class or start late. • Help to make grammar explanations understandable – much easier to follow if you know the words in the examples. Spaced repetition Leitner Box Flashcard apps Anki Popular apps • Anki – favourite of super language nerds – open-source, non-commercial – free on computer and android, $25 lifetime iPhone • Memrise – similar to Anki, slicker, more user-friendly, – paid and free versions. -
CPUE Estimates and Catch-Age Analysis of Burbot in the Tanana River Drainage, 1994
Fishery Data Series No. 95-37 CPUE Estimates and Catch-age Analysis of Burbot in the Tanana River Drainage, 1994 by Matthew J. Evenson and Margaret F. Merritt November 1995 Alaska Department of Fish and Game Division of Sport Fish FISHERY DATA SERIES NO. 95-37 CPUE ESTIMATES AND CATCH-AGE ANALYSIS OF BURBOT IN THE TANANA RIVER DRAINAGE, 1994 by Matthew J. Evenson and Margaret F. Merritt Division of Sport Fish, Fairbanks Alaska Department of Fish and Game Division of Sport Fish, Research and Technical Services 333 Raspberry Road, Anchorage, Alaska, 99518-1599 November 1995 Development and publication of this manuscript were partially financed by the Federal Aid in Sport Fish Restoration Act (16 U.S.C. 777-777K) under Project F-10-10, Job No. R-3-4(b). The Fishery Data Series was established in 1987 for the publication of technically oriented results for a single project or a group of closely related projects. Fishery Data Series reports are intended for fishery and other technical professionals. Distribution is to state and local publication distribution centers, libraries and individuals and, on request, to other libraries, agencies, and individuals. This publication has undergone editorial and peer review. Matthew J. Evenson and Margaret F. Merritt Alaska Department of Fish and Game, Division of Sport Fish, Region III, 1300 College Road, Fairbanks, AK 99701-1599, USA This document should be cited as: Evenson, M. J. and M. F. Merritt. 1995. CPUE estimates and catch-age analysis of burbot in the Tanana River drainage, 1994. Alaska Department of Fish and Game, Fishery Data Series No. -
Learning Efficiency Correlates of Using Supermemo with Specially Crafted Flashcards in Medical Scholarship
Learning efficiency correlates of using SuperMemo with specially crafted Flashcards in medical scholarship. Authors: Jacopo Michettoni, Alexis Pujo, Daniel Nadolny, Raj Thimmiah. Abstract Computer-assisted learning has been growing in popularity in higher education and in the research literature. A subset of these novel approaches to learning claim that predictive algorithms called Spaced Repetition can significantly improve retention rates of studied knowledge while minimizing the time investment required for learning. SuperMemo is a brand of commercial software and the editor of the SuperMemo spaced repetition algorithm. Medical scholarship is well known for requiring students to acquire large amounts of information in a short span of time. Anatomy, in particular, relies heavily on rote memorization. Using the SuperMemo web platform1 we are creating a non-randomized trial, inviting medical students completing an anatomy course to take part. Usage of SuperMemo as well as a performance test will be measured and compared with a concurrent control group who will not be provided with the SuperMemo Software. Hypotheses A) Increased average grade for memorization-intensive examinations If spaced repetition positively affects average retrievability and stability of memory over the term of one to four months, then consistent2 users should obtain better grades than their peers on memorization-intensive examination material. B) Grades increase with consistency There is a negative relationship between variability of daily usage of SRS and grades. 1 https://www.supermemo.com/ 2 Defined in Criteria for inclusion: SuperMemo group. C) Increased stability of memory in the long-term If spaced repetition positively affects knowledge stability, consistent users should have more durable recall even after reviews of learned material have ceased. -
A Spaced-Repetition Approach to Enhance Medical Student Learning and Engagement in Pharmacology
A Spaced-Repetition Approach to Enhance Medical Student Learning and Engagement in Pharmacology Dylan Jape Monash University Jessie Zhou Monash University Shane Bullock ( [email protected] ) Monash University Research Article Keywords: pharmacology, spaced-repetition, ashcards, medical education Posted Date: July 12th, 2021 DOI: https://doi.org/10.21203/rs.3.rs-625499/v1 License: This work is licensed under a Creative Commons Attribution 4.0 International License. Read Full License Page 1/20 Abstract Background: Pharmacology is a cornerstone of medical education as it underlies safe prescribing practices. However, medical students have reported unease regarding their perceived prociency in clinical pharmacology. Despite the signicant impetus to improve student outcomes, there is little analysis available of the techniques used by medical students to learn, retain and apply pharmacology knowledge. Methods: A mixed methods, student-focused approach was conducted to design and rene specic resources developed to address gaps in pharmacology education. This methodology comprised an anonymised scoping survey, followed by structured focus group interviews. We developed a relevant and time ecient resource to support long-term revision for academic and clinical success. These resources were released to a cohort of 100 graduate preclinical medical students who were invited at the end of year to evaluate the intervention via a subsequent anonymous survey. Results: The scoping survey received 103 complete responses. Surveys and focus group interviews revealed that only 50% of students engage in ongoing revision. The analysis identied in-semester revision of pharmacology as a signicant predictor of strategic and deep learning methods and improved quiz performance (a 5% higher score on average), compared to supercial learning methods. -
Roadside Salmon Fishing in the Tanana River Drainage
oadside Salmon Fishing R in the Tanana River Drainage Table of Contents Welcome to Interior Alaska ..........................................................................1 Salmon Biology ...................................................................................................1 Best Places to Fish for King and Chum Salmon ................................................2 Chena River ...............................................................................................2 Salcha River ...............................................................................................3 Other King and Chum Salmon Fisheries .............................................3 Where Can I Catch Coho Salmon? ...............................................................4 cover and front inside photos by: Reed Morisky & Audra Brase The Alaska Department of Fish and Game (ADF&G) administers all programs and activities free from discrimination based on race, color, national origin, age, sex, religion, marital status, pregnancy, parenthood, or disability. The department administers all programs and activities in compliance with Title VI of the Civil Rights Act of 1964, Section 504 of the Rehabilitation Act of 1973, Title II of the Ameri- cans with Disabilities Act (ADA) of 1990, the Age Discrimination Act of 1975, and Title IX of the Education Amendments of 1972. If you believe you have been discriminated against in any program, activity, or facility please write: ADF&G ADA Coordinator, P.O. Box 115526, Juneau, AK 99811-5526 U.S. Fish -
Fishery Management Report for Sport Fisheries in the Yukon Management Area, 2012
Fishery Management Report No. 14-31 Fishery Management Report for Sport Fisheries in the Yukon Management Area, 2012 by John Burr June 2014 Alaska Department of Fish and Game Divisions of Sport Fish and Commercial Fisheries Symbols and Abbreviations The following symbols and abbreviations, and others approved for the Système International d'Unités (SI), are used without definition in the following reports by the Divisions of Sport Fish and of Commercial Fisheries: Fishery Manuscripts, Fishery Data Series Reports, Fishery Management Reports, and Special Publications. All others, including deviations from definitions listed below, are noted in the text at first mention, as well as in the titles or footnotes of tables, and in figure or figure captions. Weights and measures (metric) General Mathematics, statistics centimeter cm Alaska Administrative all standard mathematical deciliter dL Code AAC signs, symbols and gram g all commonly accepted abbreviations hectare ha abbreviations e.g., Mr., Mrs., alternate hypothesis HA kilogram kg AM, PM, etc. base of natural logarithm e kilometer km all commonly accepted catch per unit effort CPUE liter L professional titles e.g., Dr., Ph.D., coefficient of variation CV meter m R.N., etc. common test statistics (F, t, χ2, etc.) milliliter mL at @ confidence interval CI millimeter mm compass directions: correlation coefficient east E (multiple) R Weights and measures (English) north N correlation coefficient cubic feet per second ft3/s south S (simple) r foot ft west W covariance cov gallon gal copyright degree (angular ) ° inch in corporate suffixes: degrees of freedom df mile mi Company Co. expected value E nautical mile nmi Corporation Corp. -
Kodiak Alutiiq Heritage Thematic Units Grades K-5
Kodiak Alutiiq Heritage Thematic Units Grades K-5 Prepared by Native Village of Afognak In partnership with: Chugachmiut, Inc. Kodiak Island Borough School District Alutiiq Museum & Archaeological Repository Native Educators of the Alutiiq Region (NEAR) KMXT Radio Station Administration for Native Americans (ANA) U.S. Department of Education Access additional resources at: http://www.afognak.org/html/education.php Copyright © 2009 Native Village of Afognak First Edition Produced through an Administration for Native Americans (ANA) Grant Number 90NL0413/01 Reprint of edited curriculum units from the Chugachmiut Thematic Units Books, developed by the Chugachmiut Culture and Language Department, Donna Malchoff, Director through a U.S. Department of Education, Alaska Native Education Grant Number S356A50023. Publication Layout & Design by Alisha S. Drabek Edited by Teri Schneider & Alisha S. Drabek Printed by Kodiak Print Master LLC Illustrations: Royalty Free Clipart accessed at clipart.com, ANKN Clipart, Image Club Sketches Collections, and drawings by Alisha Drabek on pages 16, 19, 51 and 52. Teachers may copy portions of the text for use in the classroom. Available online at www.afognak.org/html/education.php Orders, inquiries, and correspondence can be addressed to: Native Village of Afognak 115 Mill Bay Road, Suite 201 Kodiak, Alaska 99615 (907) 486-6357 www.afognak.org Quyanaasinaq Chugachmiut, Inc., Kodiak Island Borough School District and the Native Education Curriculum Committee, Alutiiq Museum, KMXT Radio Station, & the following Kodiak Contributing Teacher Editors: Karly Gunderson Kris Johnson Susan Patrick Kathy Powers Teri Schneider Sabrina Sutton Kodiak Alutiiq Heritage Thematic Units Access additional resources at: © 2009 Native Village of Afognak http://www.afognak.org/html/education.php Table of Contents Table of Contents 3 Unit 4: Russian’s Arrival (3rd Grade) 42 Kodiak Alutiiq Values 41. -
Osmosis Study Guide
How to Study in Medical School How to Study in Medical School Written by: Rishi Desai, MD, MPH • Brooke Miller, PhD • Shiv Gaglani, MBA • Ryan Haynes, PhD Edited by: Andrea Day, MA • Fergus Baird, MA • Diana Stanley, MBA • Tanner Marshall, MS Special Thanks to: Henry L. Roediger III, PhD • Robert A. Bjork, PhD • Matthew Lineberry, PhD About Osmosis Created by medical students at Johns Hopkins and the former Khan Academy Medicine team, Os- mosis helps more than 250,000 current and future clinicians better retain and apply knowledge via a web- and mobile platform that takes advantage of cutting-edge cognitive techniques. © Osmosis, 2017 Much of the work you see us do is licensed under a Creative Commons license. We strongly be- lieve educational materials should be made freely available to everyone and be as accessible as possible. We also want to thank the people who support us financially, so we’ve made this exclu- sive book for you as a token of our thanks. This book unlike much of our work, is not under an open license and we reserve all our copyright rights on it. We ask that you not share this book liberally with your friends and colleagues. Any proceeds we generate from this book will be spent on creat- ing more open content for everyone to use. Thank you for your continued support! You can also support us by: • Telling your classmates and friends about us • Donating to us on Patreon (www.patreon.com/osmosis) or YouTube (www.youtube.com/osmosis) • Subscribing to our educational platform (www.osmosis.org) 2 Contents Problem 1: Rapid Forgetting Solution: Spaced Repetition and 1 Interleaved Practice Problem 2: Passive Studying Solution: Testing Effect and 2 "Memory Palace" Problem 3: Past Behaviors Solution: Fogg Behavior Model and 3 Growth Mindset 3 Introduction Students don’t get into medical school by accident. -
Useful Links for Language Learners
Useful Links for Language Learners All these links are for free resources that can help language learners. Some of these resources have paid options, but you do not have to sign up for the paid option to utilize their resources and learn a new language! Duolingo: This is a language teaching app that uses a combination of spaced repetition, game style learning and motivation, stories, and tips to share grammar, pronunciation, and cultural differences related to the language. Do not forget to explore the site beyond the lessons or you may miss out on some of what Duolingo has to offer. Forvo: This is a library of language audio clips. That is to say, native speakers say words in their language and share them at Forvo. Others can listen to those clips. If you create an account, you can also download the clips for non-commercial use (i.e. studying). If you are making your own digital flashcards, this can be a very useful site to visit. Google Images: This is like regular Google, but it searches primarily for images. This is useful for language learners, because doing an image search for a word in a foreign language can visually show how that word is perceived. It may show you an unexpected meaning or nuance that a simple translation cannot share; for instance, the Italian word ‘ragazzo’ could be translated into English as ‘boy’, but doing an image search will mostly reveal teenage boys, with a few smaller boys interspersed, giving a better understanding of the word. In addition, doing searches for vocabulary can help you to form memories related to vocabulary words, making you more likely to remember them in the future. -
Integrating a Computer-Based Flashcard Program Into Academic Vocabulary Learning Cennet Altiner Iowa State University
Iowa State University Capstones, Theses and Graduate Theses and Dissertations Dissertations 2011 Integrating a computer-based flashcard program into academic vocabulary learning Cennet Altiner Iowa State University Follow this and additional works at: https://lib.dr.iastate.edu/etd Part of the Curriculum and Instruction Commons Recommended Citation Altiner, Cennet, "Integrating a computer-based flashcard program into academic vocabulary learning" (2011). Graduate Theses and Dissertations. 10160. https://lib.dr.iastate.edu/etd/10160 This Thesis is brought to you for free and open access by the Iowa State University Capstones, Theses and Dissertations at Iowa State University Digital Repository. It has been accepted for inclusion in Graduate Theses and Dissertations by an authorized administrator of Iowa State University Digital Repository. For more information, please contact [email protected]. Integrating a computer-based flashcard program into academic vocabulary learning by Cennet Altiner A thesis submitted to the graduate faculty in partial fulfillment of the requirements for the degree of MASTER OF SCIENCE Major: Education (Curriculum and Instructional Technology) Program of Study Committee: Ann Thompson, Major Professor Denise Schmidt Barbara Schwarte Iowa State University Ames, Iowa 2011 Copyright © Cennet Altiner, 2011. All rights reserved. ii TABLE OF CONTENTS LIST OF TABLES iv ABSTRACT v CHAPTER 1. INTRODUCTION 1 Introduction 1 Research Questions 3 Organization of the Study 4 CHAPTER 2. LITERATURE REVIEW 5 Target Vocabulary for ESL Students 5 Incidental Vocabulary Learning vs. Intentional Vocabulary Learning 7 The Role of Noticing in Vocabulary Learning 9 The Role of Repetition for Vocabulary Learning 10 Spaced Repetition 12 The role of Retrieval Process in Vocabulary Learning 14 Learning from Word Cards as a Vocabulary Learning Strategy 15 Computer-based Flashcard Programs 17 Summary 19 CHAPTER 3.