Response Format, Not Semantic Activation, Influences the Failed Retrieval Effect.

ABSTRACT: In educational settings, tests are mainly used to measure the extent to which learners' knowledge and skill have been acquired. However, the act of taking a test also promotes learning itself. In particular, making errors on tests (i.e., searching for erroneous information) promotes learning. This is called the "failed retrieval effect" (FRE) and has been the subject of considerable study. Previous research shows that enhanced learning does not occur if feedback correcting an error is delayed. This is attributed to the relative absence of activated information. In this study, we manipulated both the amount of information to be retrieved prior to learning and the delay time until feedback is given to investigate their effects on learning. As a result, even when multiple incorrect ans

SUBMITTER: Tanaka S 

PROVIDER: S-EPMC6459060 | biostudies-literature | 2019

REPOSITORIES: biostudies-literature