Two Routes to Memory Benefits of Guessing

Autor/inn/en	Zawadzka, Katarzyna; Hanczakowski, Maciej
Titel	Two Routes to Memory Benefits of Guessing
Quelle	In: Journal of Experimental Psychology: Learning, Memory, and Cognition, 45 (2019) 10, S.1748-1760 (13 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zawadzka, Katarzyna)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0278-7393
DOI	10.1037/xlm0000676
Schlagwörter	Memory; Guessing (Tests); Semantics; Cues; Attention; Feedback (Response); Learning Processes; College Students; Foreign Countries; Associative Learning; Learning Strategies; United Kingdom (Sheffield) + Suchen Sie Ihr Suchwort? Gedächtnis; Erraten; Semantik; Stichwort; Aufmerksamkeit; Learning process; Lernprozess; Collegestudent; Ausland; Learning methode; Learning techniques; Lernmethode; Lernstrategie
Abstract	Attempting to guess an answer to a memory question has repeatedly been shown to benefit memory for the answer compared to merely reading what the answer is, even when the guess is incorrect. In this study, we investigate 2 potential explanations for this effect in a single experimental procedure. According to the semantic explanation, the benefits of guessing require a clear semantic relationship between the cue, the guess, and the target, and these benefits arise at the stage of guessing. The attentional explanation places the locus of the effect at the stage of feedback presentation and ignores the issue of semantic relatedness. To disentangle the 2 mechanisms, we used homograph cues with at least 2 different meanings (e.g., "arms") and asked participants to either study an intact cue-target pair or guess a word related to each cue before being presented with the target. This allowed us to compare memory performance on trials in which participants' guesses tapped the same meaning of the cue as the later presented target (e.g., a guess "legs" for a pair "arms-hug"), versus a different meaning (e.g., "weapons"). In 4 experiments, we demonstrated that both the semantic and the attentional mechanism operate in the guessing task, but their roles are different: Semantic relatedness supports memory for cue-to-target associations, whereas increased attention to feedback benefits memory for targets alone. We discuss these findings in the context of educational utility of errorful learning. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01