Delaying feedback by three seconds benefits retention of face-name pairs: The role of active anticipatory processing

Memory and Cognition

Volumn 39, Issue 7, 2011, Pages 1211-1221

  Carpenter, Shana K ^a   Vul, Edward ^b  

^a Iowa State University   (United States)

^b UNIVERSITY OF CALIFORNIA   (United States)

Author keywords

Associative learning; Delay retention effect; Feedback delay; Feedback delay benefit; Feedback timing; Memory; Recall

Indexed keywords

ADAPTIVE BEHAVIOR; ADULT; ARTICLE; FACE; FEMALE; HUMAN; LEARNING; MALE; NOMENCLATURE; REACTION TIME; RECALL; VISION;

ADULT; ASSOCIATION LEARNING; FACE; FEEDBACK, PSYCHOLOGICAL; FEMALE; HUMANS; MALE; MENTAL RECALL; NAMES; REACTION TIME; VISUAL PERCEPTION; YOUNG ADULT;

EID: 84856441357     PISSN: 0090502X     EISSN: 15325946     Source Type: Journal    
DOI: 10.3758/s13421-011-0092-1     Document Type: Article

References (32)

1. Ammons, R. B. (1956). Effects of knowledge of performance: a survey and tentative theoretical analysis. The Journal of General Psychology, 54, 279-299.
2. Berlyn, D. E. (1954). A theory of human curiosity. British Journal of Psychology, 45, 180-191.
3. Berlyn, D. E. (1966). Conditions of prequestioning and retention of meaningful material. Journal of Educational Psychology, 57, 128-132.
4. Berlyn, D. E. (1968). Effects of prior guessing on intentional and incidental paired-associate learning. Journal of Verbal Learning and Verbal Behavior, 7, 750-759.
5. Brackbill, Y., Bravos, A., & Starr, R. H. (1962). Delay-improved retention of a difficult task. Journal of Comparative and Physiological Psychology, 55, 947-952.
6. Brackbill, Y., & Kappy, M. S. (1962). Delay of reinforcement and retention. Journal of Comparative and Physiological Psychology, 55, 14-18.
7. Brackbill, Y., & Lintz, L. M. (1967). The delay-retention effect in children: roles of reward and knowledge of results. The Journal of Psychology, 66, 149-155.
8. Bugelski, R. R. (1962). Presentation time, total time and mediation in paired associate learning. Journal of Experimental Psychology, 63, 409-412.
9. 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.
10. 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.
11. Butterfield, B., & Metcalfe, J. (2001). Errors made with high confidence are hypercorrected. Journal of Experimental Psychology. Learning, Memory, and Cognition, 27, 1491-1494.
12. Carpenter, S. K. (2009). Cue strength as a moderator of the testing effect: the benefits of elaborative retrieval. Journal of Experimental Psychology. Learning, Memory, and Cognition, 35, 1563-1569.
13. Carpenter, S. K., Pashler, H., & Vul, E. (2006). What types of learning are enhanced by a cued recall test? Psychonomic Bulletin & Review, 13, 826-830.
14. Fazio, L. K., & Marsh, E. J. (2009). Surprising feedback improves later memory. Psychonomic Bulletin & Review, 16, 88-92.
15. Karpicke, J. D., & Roediger, H. L., III. (2008). The critical importance of retrieval for learning. Science, 319, 966-968.
16. Kornell, N., Hays, M. J., & Bjork, R. A. (2009). Unsuccessful retrieval attempts enhance subsequent learning. Journal of Experimental Psychology. Learning, Memory, and Cognition, 35, 989-998.
17. Kulhavy, R. W., & Anderson, R. C. (1972). Delay-retention effect with multiple-choice tests. Journal of Educational Psychology, 63, 505-512.
18. Markowitz, N., & Renner, K. E. (1966). Feedback and the delay-retention effect. Journal of Experimental Psychology, 72, 452-455.
19. Metcalfe, J., & Kornell, N. (2007). Principles of cognitive science in education: the effects of generation, errors, and feedback. Psychonomic Bulletin & Review, 14, 225-229.
20. Metcalfe, J., Kornell, N., & Finn, B. (2009). Delayed versus immediate feedback in children's and adults' vocabulary learning. Memory & Cognition, 37, 1077-1087.
21. O'Neil, M., Rasor, R. A., & Bartz, W. R. (1976). Immediate retention of objective test answers as a function of feedback complexity. Journal of Educational Research, 70, 72-75.
22. Pashler, H., Cepeda, N. J., Wixted, J. T., & Rohrer, D. (2005). When does feedback facilitate learning of words? Journal of Experimental Psychology. Learning, Memory, and Cognition, 31, 3-8.
23. Pashler, H., Rohrer, D., Cepeda, N. J., & Carpenter, S. K. (2007). Enhancing learning and retarding forgetting: choices and consequences. Psychonomic Bulletin & Review, 14, 187-193.
24. Pressey, S. L. (1926). A simple apparatus which gives tests and scores-and teaches. School and Society, 15, 549-552.
25. Pyc, M. A., & Rawson, K. A. (2010). Why testing improves memory: mediator effectiveness hypothesis. Science, 330, 335.
26. Renner, K. E. (1964). Delay of reinforcement: a historical review. Psychological Bulletin, 61, 341-361.
27. Skinner, B. F. (1954). The science of learning and the art of teaching. Harvard Educational Review, 24, 86-97.
28. Skinner, B. F. (1958). Teaching machines. Science, 128, 969-977.
29. Sturges, P. T., Sarafino, E. P., & Donaldson, P. L. (1968). Delay-retention effect and informative feedback. Journal of Experimental Psychology, 78, 357-358.
30. U. S. Census Bureau. Frequently occurring first names and surnames from the 1990 Census. Retrieved December 19, 2008, from http://www. census. gov/genealogy/names/.
31. University of Stirling. (2003). The psychological image collection at Stirling (PICS). Retrieved August 8, 2003, from http://lionel. stir. uk.
32. Vul, E., & Pashler, H. (2008). Measuring the crowd within: probabilistic representations within individuals. Psychological Science, 19, 645-647.