Examining the influence of list composition on the mnemonic benefit of errorful generation.
Despite literature showing that errorful generation with corrective feedback enhances retention better than mere studying, it is unclear if this benefit depends on the composition of the learning list (pure error generation/read versus mixed). Here, we investigated whether the mnemonic advantage and...
| Publicado en: | Memory Vol. 33; no. 2; pp. 145 - 157 |
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| Autores principales: | , , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Taylor & Francis Ltd
Feb2025
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=182328432&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 182328432 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 09658211 BAY jtl: Memory issn: 09658211 maglogo: N pubinfo: dt: Feb2025 vid: 33 iid: 2 pid: 377 pub: Taylor & Francis Ltd place: Philadelphia, Pennsylvania artinfo: ui: 182328432 180264165 182328432 182328432 10.1080/09658211.2024.2413159 182328432 ppf: 145 ppct: 12 formats: tig: atl: Examining the influence of list composition on the mnemonic benefit of errorful generation. aug: au: DiMarco, Donnelle Laursen, Skylar J. Churey, Katherine R. Fiacconi, Chris M. affil: Department of Psychology, University of Guelph, Guelph, Canada sug: subj: Human Error Memory Evaluation Cognition Evaluation Task Performance and Analysis Psychological Tests Human Male Female Adolescence Young Adult Feedback Education Skill Retention Experimental Studies Judgment Knowledge Semantics Adolescent: 13-18 years Male Female ab: Despite literature showing that errorful generation with corrective feedback enhances retention better than mere studying, it is unclear if this benefit depends on the composition of the learning list (pure error generation/read versus mixed). Here, we investigated whether the mnemonic advantage and metamnemonic evaluation of errorful generation generalise beyond mixed-list designs. Experiment 1 used a free-recall test, while Experiments 2 and 3 used a cued-recall test, with Experiment 3 also including a judgment of learning (JOL) assessment. Only when memory was tested via free recall did the benefit of errorful generation depend on experimental design, with the effect being most robust in mixed lists. Replicating past research, we too found that despite a clear mnemonic benefit for error generation in cued-recall tests, participants predicted better memory following read-only trials, and that this effect was not contingent on list composition. At the practical level, these findings demonstrate instances in which errorful generation is beneficial for memory and learning. At the theoretical level, the results fit nicely within the item-order framework in accounting for commonly observed design effects in free recall. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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