Importantly, our present study has greatly extended those observations by linking the pattern replay frequency with behavioral scores of learning.
The test was repeated on 4 occasions separated by 15 minutes, because it is well known that repeat testing causes improved scores because of learning.
Although there was no statistically significant difference on students' prior learning achievement between the high and low motivation groups, the mean score of students' learning achievement in high motivation group was higher than that in the low motivation groups.
Students place a high value on teaching quality; scores for overall satisfaction in the National Student Survey are most strongly correlated with the scores for quality of learning and teaching (Buckley, 2012).
The refittings are done by replacing the original variable System Experience either by the SAS scores or Judgment of Learning.
Memory scores and rate of learning improved significantly in the combined treatment group, whose subjects also displayed a trend toward more efficient learning.
Learning from examples and problems simultaneously did not lead to failure in far-transfer tests; therefore, we used the total test score as a measure of learning achievement.
Here, we used error score as a measure of learning performance [5], [15].
Retention was determined by calculating the percentage of words for each transition that a subject correctly retrieved at recall testing compared to his/her score at the test of learning.
More importantly, our present study demonstrates the meaningful relationship of these transient neural dynamics of memory traces with behavioral scores of learning and recall not only within each animal but also across animals.
