What characteristics make self-generated memory cues effective over time?

Evidence-Based Learning Strategies in Medicine Using AI

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Large language models (LLMs), like ChatGPT, are transforming the landscape of medical education. They offer a vast range of applications, such as tutoring (personalized learning), patient simulation, generation of examination questions, and streamlined access to information. The rapid advancement of medical knowledge and the need for personalized learning underscore the relevance and timeliness of exploring innovative strategies for integrating artificial intelligence (AI) into medical education. In this paper, we propose coupling evidence-based learning strategies, such as active recall and memory cues, with AI to optimize learning. These strategies include the generation of tests, mnemonics, and visual cues.

Effects of memory cue and interest in remembering and forgetting of gist and details

The gist and details of an event are both important for us to establish and maintain episodic memory. On the other hand, episodic memory is influenced by both external and internal factors, such as memory cue and intrinsic motivation. To what extent these factors and their interaction modulate memory and forgetting of gist and detailed information remains unclear. In this study, 29 participants watched film clips accompanied by either gist or detailed cues and rated their interest in these clips. Their memories of gist and detailed information were tested after 10 min, 1 day, and 1 week. The results showed that memory cue modulated the forgetting of gist and detailed memories. Specifically, when gist cues were used, gist memory was forgotten more slowly than detailed memory. When detailed cues were used, detailed memory was forgotten more slowly than gist memory. Differently, the subjective interest in the clips enhanced memory accuracy irrespective of memory type but did not influence the forgetting of gist and detailed memories. Moreover, there was a significant interaction between memory cue and interest, showing that gist cues enhanced memory than detailed cues only for low-interest clips. These results suggest that external and internal factors have differential effects on memory and forgetting, and the effectiveness of external factors depends on the state of intrinsic motivation. The significant interplay of different factors in influencing the remembering or forgetting of gist and detailed memories provides potential ways to enhance memory and retention of gist and detailed information.

What characteristics make self-generated memory cues effective over time?

From writing to-do lists to creating mnemonic devices in school, people frequently generate cues to help them remember information. Creating memory cues is a vital aspect of metacognition and allows learners to somewhat control their retrieval circumstances. Across three experiments, we tested the extent to which self-generated memory cues fail at long retention intervals because they are based in fleeting mental states. Participants studied target words and generated mnemonic cues for themselves or for others. Cues intended for others showed greater cue-to-target associative strength, were less distinctive, and were less idiosyncratic (more common) than cues intended for oneself. However, the effectiveness of the cues in supporting recall did not differ by intended recipient at medium (∼3 days) or long (∼1 year) retention intervals. In the third experiment, we directly tested the stability of self-generated cues for oneself (compared to cues for others, descriptions of the target, and focused descriptions) by asking participants to generate cues twice for the same targets across a delay of 3 weeks. Cues intended for others were more stable than all other cues, but the stability of the cues did not affect long term retention. Implications for effective cue generation are discussed.