Scaffolding feedback to maximize long-term error correction

Memory and Cognition

Volumn 38, Issue 7, 2010, Pages 951-961

  Finn, Bridgid ^a   Metcalfe, Janet ^b  

^a WASHINGTON UNIVERSITY   (United States)

^b Och Spine at New York Presbyterian Hospitals   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

ADAPTIVE BEHAVIOR; ARTICLE; HUMAN; RECALL; TIME;

FEEDBACK, PSYCHOLOGICAL; HUMANS; MENTAL RECALL; TIME FACTORS;

EID: 78149305144     PISSN: 0090502X     EISSN: None     Source Type: Journal    
DOI: 10.3758/MC.38.7.951     Document Type: Article

References (67)

1. ALLEN, G. A., MAHLER, W. A., & ESTES, W. K. (1969). Effects of recall tests on long-term retention of paired associates. Journal of Verbal Learning & Verbal Behavior, 8, 463-470. doi:10.1016/S0022 -5371(69)80090-3
2. ANDERSON, N. D., & CRAIK, F. I. M. (2006). The mnemonic mechanisms of errorless learning. Neuropsychologia, 44, 2806-2813. doi:10.1016/ j.neuropsychologia.2006.05.026
3. ANDERSON, R. C., KULHAVY, R. W., & ANDRE, T. (1971). Feedback procedures in programmed instruction. Journal of Educational Research, 62, 148-156. doi:10.1037/h0030766
4. BADDELEY, A., & WILSON, B. A. (1994). When implicit learning fails: Amnesia and the problem of error elimination. Neuropsychologia, 32, 53-68. doi:10.1016/0028-3932(94)90068-X
5. BANGERT-DROWNS, R. L., KULIK, C.-L. C., KULIK, J. A., & MORGAN, M. (1991). The instructional effect of feedback in test-like events. Review of Educational Research, 61, 213-238.
6. BARNES, J., & UNDERWOOD, B. (1959). "Fate" of first learned associations in transfer theory. Journal of Experimental Psychology, 58, 97-105.
7. BERTSCH, S., PESTA, B. J., WISCOTT, R., & MCDANIEL, M. A. (2007). The generation effect: A meta-analytic review. Memory & Cognition, 35, 201-210.
8. BJORK, R. A. (1975). Retrieval as a memory modifier: An interpretation of negative recency and related phenomena. In R. L. Solso (Ed.), Information processing and cognition: The Loyola Symposium (pp. 123-144). Hillsdale, NJ: Erlbaum.
9. BJORK, R. A. (1994). Memory and metamemory considerations in the training of human beings. In J. Metcalfe & A. Shimamura (Eds.), Metacognition: Knowing about knowing (pp. 185-205), Cambridge, MA: MIT Press.
10. BUTLER, A. C., KARPICKE, J. D., & ROEDIGER, H. L., III (2007). The effect of type and timing of feedback on learning from multiple-choice tests. Journal of Experimental Psychology: Applied, 13, 273-281.
11. BUTLER, A. C., KARPICKE, J. D., & ROEDIGER, H. L., III (2008). Correcting a metacognitive error: Feedback enhances retention of low confidence correct responses. Journal of Experimental Psychology: Learning, Memory, & Cognition, 34, 918-928. doi:10.1037/0278-7393.34.4.918
12. BUTLER, A. C., MARSH, E. J., GOODE, M. K., & ROEDIGER, H. L., III (2006). When additional multiple-choice lures aid versus hinder later memory. Applied Cognitive Psychology, 20, 941-956. doi:10.1002/acp.1239
13. BUTLER, A. C., & ROEDIGER, H. L., III (2007). Testing improves long-term retention in a simulated classroom setting. European Journal of Cognitive Psychology, 19, 514-527. doi:10.1080/09541440701326097
14. BUTLER, A. C., & ROEDIGER, H. L., III (2008). Feedback enhances the positive effects and reduces the negative effects of multiple-choice testing. Memory & Cognition, 36, 604-616. doi:10.3758/MC.36.3.604
15. BUTTERFIELD, B., & METCALFE, J. (2001). Errors committed with high confidence are hypercorrected. Journal of Experimental Psychology: Learning, Memory, & Cognition, 27, 1491-1494. doi:10.1037/0278 -7393.27.6.1491
16. BUTTERFIELD, B., & METCALFE, J. (2006). The correction of errors committed with high confidence. Metacognition & Learning, 1, 1556-1623. doi:10.1007/s11409-006-6894-z
17. CARPENTER, S. K., & DELOSH, E. L. (2006). Impoverished cue support enhances subsequent retention: Support for the elaborative retrieval explanation of the testing effect. Memory & Cognition, 34, 268-276.
18. CARPENTER, S. K., PASHLER, H., WIXTED, J. T., & VUL, E. (2008). The effects of tests on learning and forgetting. Memory & Cognition, 36, 438-448. doi:10.3758/MC.36.2.438
19. CARRIER, M., & PASHLER, H. (1992). The influence of retrieval on retention. Memory & Cognition, 20, 632-642.
20. CLARE, L., & JONES, R. S. P. (2008). Errorless learning in the rehabilitation of memory impairment: A critical review. Neuropsychology Review, 18, 1-23. doi:10.1007/s11065-008-9051-4
21. CRAIK, F. I. M., & LOCKHART, R. S. (1972). Levels of processing: A framework for memory research. Journal of Verbal Learning & Verbal Behavior, 11, 671-684. doi:10.1016/S0022-5371(72)80001-X
22. CRAIK, F. I. M., & TULVING, E. (1975). Depth of processing and the retention of words in episodic memory. Journal of Experimental Psychology: General, 104, 268-294.
23. CULL, W. L. (2000). Untangling the benefits of multiple study opportunities and repeated testing for cued recall. Applied Cognitive Psychology, 14, 215-235. doi:10.1002/(SICI)1099-0720(200005/ 06)14:3<215::AID-ACP640>3.3.CO;2-T
24. DEMPSTER, F. N. (1996). Distributing and managing the conditions of encoding and practice. In E. C. Carterette & M. P. Friedman (Series Eds.) & E. L. Bjork & R. A. Bjork (Vol. Eds.), Handbook of perception and cognition: Vol. 10. Memory (2nd ed., pp. 317-344). San Diego: Academic Press.
25. DEMPSTER, F. N. (1997). Using tests to promote classroom learning. In R. F. Dillon (Ed.), Handbook on testing (pp. 332-346). Westport, CT: Greenwood Press.
26. GLISKY, E. L., & SCHACTER, D. L. (1989). Extending the limits of complex learning in organic amnesia: Computer training in a vocational domain. Neuropsychologia, 27, 107-120. doi:10.1016/0028-3932(89)90093-6
27. GLISKY, E. L., SCHACTER, D. L., & TULVING, E. (1986). Computer learning by memory-impaired patients: Acquisition and retention of complex knowledge. Neuropsychologia, 24, 313-328. doi:10.1016/0028-3932(86)90017-
28. HANCOCK, T. E., STOCK, W. A., & KULHAVY, R. W. (1992). Predicting feedback effects from response-certitude estimates. Bulletin of the Psychonomic Society, 30, 173-176.
29. HAYMAN, C. A. G., MACDONALD, C. A., & TULVING, E. (1993). The role of repetition and associative interference in new semantic learning in amnesia: A case experiment. Journal of Cognitive Neuroscience, 5, 375-389. doi:10.1162/jocn.1993.5.4.375
30. HOGAN, R. M., & KINTSCH, W. (1971). Differential effects of study and test trials on long-term recognition and recall. Journal of Verbal Learning & Verbal Behavior, 10, 562-567. doi:10.1016/S0022 -5371(71)80029-4
31. HUELSER, B. J., & MARSH, E. J. (2006, November). Does guessing on a multiple-choice test affect later cued recall? Poster presented at the 47th Annual Meeting of the Psychonomic Society, Houston.
32. JACOBY, L. L. (1978). On interpreting the effects of repetition: Solving a problem versus remembering a solution. Journal of Verbal Learning & Verbal Behavior, 17, 649-668. doi:10.1016/S0022-5371(78)90393-6
33. JACOBY, L. L. (1991). A process dissociation framework: Separating automatic from intentional uses of memory. Journal of Memory & Language, 30, 513-541. doi:10.1016/0749-596X(91)90025-F
34. JONES, R. S. P., & EAYRS, C. B. (1992). The use of errorless learning procedures in teaching people with a learning disability: A critical review. Mental Handicap Research, 5, 204-212.
35. KESSELS, R. P. C., & DE HAAN, E. H. F. (2003). Implicit learning in memory rehabilitation: A meta-analysis on errorless learning and vanishing cues methods. Journal of Clinical & Experimental Neuropsy- chology, 25, 805-814. doi:10.1076/jcen.25.6.805.16474
36. KORNELL, N., HAYS, M. J., & BJORK, R. A. (2009). Unsuccessful retrieval attempts enhance subsequent learning. Journal of Experimental Psychology: Learning, Memory, & Cognition, 35, 989-998. doi:10.1037/a0015729
37. LHYLE, K. G., & KULHAVY, R. W. (1987). Feedback processing and error correction. Journal of Educational Psychology, 79, 320-322. doi:10.1037/0022- 0663.79.3.320
38. LOFTUS, E. F., & PALMER, J. C. (1974). Reconstruction of automobile destruction: An example of the interaction between language and memory. Journal of Verbal Learning & Verbal Behavior, 13, 585-589. doi:10.1016/S0022- 5371(74)80011-3
39. MARSH, E. J., ROEDIGER, H. L., III, BJORK, R. A., & BJORK, E. L. (2007). The memorial consequences of multiple-choice testing. PsychonomicBulletin & Review, 14, 194-199.
40. MCDANIEL, M. A., & MASSON, M. E. J. (1985). Altering memory representations through retrieval. Journal of Experimental Psychology: Learning, Memory, & Cognition, 11, 371-385. doi:10.1037/0278-7393.11.2.371
41. MELTON, A. W. (1967). Repetition and retrieval from memory. Science, 158, 532. doi:10.1126/science.158.3800.532-b
42. METCALFE, J. (2002). Is study time allocated selectively to a region of proximal learning? Journal of Experimental Psychology: General, 131, 349-363. doi:10.1037/0096-3445.131.3.349
43. METCALFE, J. (in press). Desirable difficulties and study in the region ofproximal learning. In A. S. Benjamin (Ed.), Successful remembering and successful forgetting: A festschrift in honor of Robert A. Bjork. New York: Psychology Press.
44. METCALFE, J., & KORNELL, N. (2003). The dynamics of learning and allocation of study time to a region of proximal learning. Journal of Experimental Psychology: General, 132, 530-542. doi:10.1037/0096-3445.132.4.530
45. METCALFE, J., & KORNELL, N. (2005). A region of proximal learning model of study time allocation. Journal of Memory & Language, 52, 463-477. doi:10.1016/j.jml.2004.12.001
46. METCALFE, J., & KORNELL, N. (2007). Principles of cognitive science in education: The effects of generation, errors and feedback. Psy- chonomic Bulletin & Review, 14, 225-229.
47. MORENO, R. (2004). Decreasing cognitive load for novice students: Effects of explanatory versus corrective feedback in discovery- based multimedia. Instructional Science, 32, 99-113. doi:10.1023/B:TRUC.0000021811.66966.1d
48. NELSON, T. O., & NARENS, L. (1980). Norms of 300 general-information questions: Accuracy of recall, latency of recall, and feeling-of- knowing ratings. Journal of Verbal Learning & Verbal Behavior, 19, 338-368. doi:10.1016/S0022-5371(80)90266-2
49. PASHLER, H., CEPEDA, N. J., WIXTED, J. T., & ROHRER, D. (2005). When does feedback facilitate learning of words? Journal of Experimental Psychology: Learning, Memory, & Cognition, 31, 3-8. doi:10.1037/0278-7393.31.1.3
50. PASHLER, H., ZAROW, G., & TRIPLETT, B. (2003). Is temporal spacing of tests helpful even when it inflates error rates? Journal of Experimental Psychology: Learning, Memory, & Cognition, 29, 1051-1057.
51. PEA, R. D. (2004). The social and technological dimensions of scaffolding and related theoretical concepts for learning, education, and human activity. Journal of the Learning Sciences, 13, 423-451. doi:10.1207/s15327809jls1303-6
52. PRESSEY, S. L. (1926). A simple apparatus which gives tests and scores and teaches. School & Society, 23, 373-376.
53. RICHLAND, L. E., KORNELL, N., & KAO, L. S. (2009). The pretesting effect: Do unsuccessful retrieval attempts enhance learning? Journal of Experimental Psychology: Applied, 15, 243-257. doi:10.1037/a0016496
54. ROEDIGER, H. L., III, & KARPICKE, J. D. (2006). The power of testing memory: Basic research and implications for educational practice. Perspectives on Psychological Science, 1, 181-210. doi:10.1111/j.1745 -6916.2006.00012.x
55. ROEDIGER, H. L., III, & MARSH, E. J. (2005). The positive and negative consequences of multiple-choice testing. Journal of Experimental Psychology: Learning, Memory, & Cognition, 31, 1155-1159. doi:10.1037/0278-7393.31.5.1155
56. ROEDIGER, H. L., III, & MCDERMOTT, K. B. (1995). Creating false memories: Remembering words not presented in lists. Journal of Experimental Psychology: Learning, Memory, & Cognition, 21, 803-814. doi:10 .1037/0278-7393.21.4.803
57. ROEDIGER, H. L., III, & MCDERMOTT, K. B. (2000). Distortions of memory. In F. I. M. Craik & E. Tulving (Eds.), The Oxford handbook of memory (pp. 149-164). Oxford: Oxford University Press.
58. SCHOOLER, J. W., FOSTER, R. A., & LOFTUS, E. E. (1988). Some deleterious consequences of the act of recollection. Memory & Cognition, 16, 243-251.
59. SIDMAN, M., & STODDARD, L. T. (1967). The effectiveness of fading in programming during a simultaneous form discrimination for retarded children. Journal of the Experimental Analysis of Behavior, 10, 3-15.
60. SLAMECKA, N. J., & GRAF, P. (1978). The generation effect: Delineation of a phenomenon. Journal of Experimental Psychology: Human Learning & Memory, 4, 592-604. doi:10.1037/0278-7393.4.6.592
61. THOMPSON, C. P., WENGER, S. K., & BARTLING, C. A. (1978). How recall facilitates subsequent recall: A reappraisal. Journal of Experimental Psychology: Human Learning & Memory, 4, 210-221. doi:10.1037/0278-7393.4.3. 210
62. TULVING, E. (1967). The effects of presentation and recall of material in free-recall learning. Journal of Verbal Learning & Verbal Behavior, 6, 175-184. doi:10.1016/S0022-5371(67)80092-6
63. WENGER, S. K., THOMPSON, C. P., & BARTLING, C. A. (1980). Recall facilitates subsequent recognition. Journal of Experimental Psychology: Human Learning & Memory, 6, 135-144. doi:10.1037/0278-7393.6.2.135
64. WHEELER, M. A., EWERS, M., & BUONANNO, J. F. (2003). Different rates of forgetting following study versus test trials. Memory, 11, 571-580. doi:10.1080/09658210244000414
65. WHITTEN, W. B., II, & BJORK, R. A. (1977). Learning from tests: Effects of spacing. Journal of Verbal Learning & Verbal Behavior, 16, 465478. doi:10.1016/S0022-5371(77)80040-6
66. WOOD, D., BRUNER, J. S., & ROSS, G. (1976). The role of tutoring and problem solving. Journal of Child Psychology & Psychiatry, 17, 89-100. doi:10.1111/j.1469-7610.1976.tb00381.x
67. YONELINAS, A. P. (2002). The nature of recollection and familiarity: A review of 30 years of research. Journal of Memory & Language, 46, 441-517.