Errors May Not Cue Recall of Corrective Feedback: Evidence against the Mediation Hypothesis of the Testing Effect

Autor/inn/en	Leggett, Jack M. I.; Burt, Jennifer S.
Titel	Errors May Not Cue Recall of Corrective Feedback: Evidence against the Mediation Hypothesis of the Testing Effect
Quelle	In: Journal of Experimental Psychology: Learning, Memory, and Cognition, 47 (2021) 1, S.65-74 (10 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Leggett, Jack M. I.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0278-7393
DOI	10.1037/xlm0000810
Schlagwörter	Error Patterns; Cues; Recall (Psychology); Feedback (Response); Error Correction; Testing; Mediation Theory; Learning Processes; Guessing (Tests); College Students; Retention (Psychology) + Suchen Sie Ihr Suchwort? Fehlertyp; Stichwort; Abberufung; Korrektur; Testdurchführung; Testen; Mediationsverfahren; Learning process; Lernprozess; Erraten; Collegestudent; Merkfähigkeit
Abstract	Successfully retrieving information protects it against later forgetting. Failed retrieval attempts are also beneficial if followed by study of corrective feedback. To explain both of these findings, researchers have proposed the "mediation hypothesis." In the case of learning from corrective feedback, initial errors may serve as mediators, becoming associated with the corrective information and assisting with recall of that information during later retrieval attempts. A simple prediction follows: reminding learners of their initial errors should improve their recall of the corrections. We tested this prediction with a set of 3 experiments. In Experiment 1, participants learned cue-target word pairs (e.g., "cactus-point") by reading or by incorrectly guessing target words before viewing corrective feedback. Immediately afterward, participants were equally good at recalling targets from the cue alone, the cue plus their own guess, or the cue plus a guess made by another participant. Experiment 2 produced similar results when the retention test was delayed by 24 hr. In Experiment 3, participants instead learned word triplets having a mediational relationship through preexisting associations (e.g., "film-star-galaxy"). Here, reminding participants of a genuine mediator greatly improved target recall, supporting the validity of our cueing procedure. (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	2024/1/01