The Role of Recalling Previous Errors in Middle-School Children's Learning

Autor/inn/en	Loehr, Abbey M.; Fazio, Lisa K.; Rittle-Johnson, Bethany
Titel	The Role of Recalling Previous Errors in Middle-School Children's Learning
Quelle	In: British Journal of Educational Psychology, 90 (2020) 4, S.997-1014 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Loehr, Abbey M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-0998
DOI	10.1111/bjep.12341
Schlagwörter	Middle School Students; Recall (Psychology); Error Patterns; Error Correction; Learning Processes; Feedback (Response); Memory; Preadolescents; Mathematics + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Abberufung; Fehlertyp; Korrektur; Learning process; Lernprozess; Gedächtnis; Pre-adolescence; Präadoleszenz; Mathematik
Abstract	Background: Committing errors is a common part of the learning process, and adults are more likely to correct errors that they can recall. However, preadolescent children's recall of previous errors (i.e., memory for errors) may be limited. Aims: We examined children's ability to recall their past errors and tested whether recalling an error aids error correction. Samples: We worked with 102 (Study 1) and 173 (Study 2) middle-school children in the United States. Methods: In Study 1, children studied and were tested on their memory for math definitions. After reviewing the correct answers, children recalled their initial test answers and then took a final test. Reminders of past errors were provided for some children in Study 2. In two other conditions, children either recalled their past errors or studied the correct answers only. Results: Children's recall of their past errors was poor, and errors that were recalled were no more likely to be corrected than errors that were not recalled. Across children, there was a positive association between memory for errors and error correction even after controlling for covariates. Being reminded of past errors and recalling past errors reduced error correction relative to studying the correct answers only. Conclusions: Preadolescents' memory for errors is very limited, their ability to recall past errors predicts error correction overall, and recalling an error or being reminded of an error does not facilitate error correction. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01