메뉴 건너뛰기




Volumn 68, Issue , 2017, Pages 465-489

Learning from Errors

Author keywords

After action review (AAR); Error management training (EMT); Errorless learning; Feedback; Formative assessment; Generation effect; Hypercorrection effect; Prediction error; Reconsolidation

Indexed keywords

CONSTRUCTIVE FEEDBACK; HUMAN; LEARNING; MEMORY; PSYCHOLOGY; STUDENT;

EID: 85009444365     PISSN: 00664308     EISSN: 15452085     Source Type: Book Series    
DOI: 10.1146/annurev-psych-010416-044022     Document Type: Article
Times cited : (309)

References (118)
  • 1
    • 0039837538 scopus 로고
    • Conditions under which feedback facilitates learning from programmed lessons
    • Anderson RC, Kulhavy RM, Andre T. 1971. Conditions under which feedback facilitates learning from programmed lessons. J. Educ. Psychol. 63:186-88
    • (1971) J. Educ. Psychol. , vol.63 , pp. 186-188
    • Anderson, R.C.1    Kulhavy, R.M.2    Andre, T.3
  • 3
    • 0028126059 scopus 로고
    • When implicit learning fails: Amnesia and the problem of error elimination
    • Baddeley A, Wilson BA. 1994. When implicit learning fails: amnesia and the problem of error elimination. Neuropsychologia 32:53-68
    • (1994) Neuropsychologia , vol.32 , pp. 53-68
    • Baddeley, A.1    Wilson, B.A.2
  • 6
    • 58149445154 scopus 로고
    • Fate of first-list associations in transfer theory
    • Barnes JM, Underwood BJ. 1959. Fate of first-list associations in transfer theory. J. Exp. Psychol. 58:97-105
    • (1959) J. Exp. Psychol. , vol.58 , pp. 97-105
    • Barnes, J.M.1    Underwood, B.J.2
  • 8
    • 0000251648 scopus 로고
    • Memory and metamemory considerations in the training of human beings
    • ed. J Metcalfe, A Shimamura, Cambridge, MA: MIT Press
    • Bjork RA. 1994. Memory and metamemory considerations in the training of human beings. In Metacognition: Knowing About Knowing, ed. J Metcalfe, A Shimamura, pp. 185-205. Cambridge, MA: MIT Press
    • (1994) Metacognition: Knowing about Knowing , pp. 185-205
    • Bjork, R.A.1
  • 9
    • 84904736727 scopus 로고    scopus 로고
    • Desirable difficulties perspective on learning
    • ed. H Pashler, Thousand Oaks, CA: Sage
    • Bjork RA. 2012. Desirable difficulties perspective on learning. In Encyclopedia of the Mind, ed. H Pashler, pp. 242-44. Thousand Oaks, CA: Sage
    • (2012) Encyclopedia of the Mind , pp. 242-244
    • Bjork, R.A.1
  • 10
    • 0001586316 scopus 로고    scopus 로고
    • Assessment and classroom learning
    • Black P, Wiliam D. 1998. Assessment and classroom learning. Assess. Educ. 5:7-74
    • (1998) Assess. Educ. , vol.5 , pp. 7-74
    • Black, P.1    Wiliam, D.2
  • 11
    • 33847362660 scopus 로고    scopus 로고
    • Implicit theories of intelligence predict achievement across an adolescent transition: A longitudinal study and an intervention
    • Blackwell L, Trzesniewski K, Dweck CS. 2007. Implicit theories of intelligence predict achievement across an adolescent transition: a longitudinal study and an intervention. Child Dev. 78:246-63
    • (2007) Child Dev. , vol.78 , pp. 246-263
    • Blackwell, L.1    Trzesniewski, K.2    Dweck, C.S.3
  • 12
    • 85009514726 scopus 로고    scopus 로고
    • Why things go wrong in police work
    • Blum LM, Poliscar JM. 2004. Why things go wrong in police work. Police Chief 71:49-52
    • (2004) Police Chief , vol.71 , pp. 49-52
    • Blum, L.M.1    Poliscar, J.M.2
  • 13
    • 0034212432 scopus 로고    scopus 로고
    • Cognitive and emotional influences in anterior cingulate cortex
    • Bush G, Luu P, Posner MI. 2000. Cognitive and emotional influences in anterior cingulate cortex. Trends Cogn. Sci. 4:215-22
    • (2000) Trends Cogn. Sci. , vol.4 , pp. 215-222
    • Bush, G.1    Luu, P.2    Posner, M.I.3
  • 14
    • 81355139702 scopus 로고    scopus 로고
    • The hypercorrection effect persists over a week, but high confidence errors return
    • Butler AC, Fazio LF, Marsh EJ. 2011. The hypercorrection effect persists over a week, but high confidence errors return. Psychon. Bull. Rev. 18:1238-44
    • (2011) Psychon. Bull. Rev. , vol.18 , pp. 1238-1244
    • Butler, A.C.1    Fazio, L.F.2    Marsh, E.J.3
  • 15
    • 47549091511 scopus 로고    scopus 로고
    • Correcting a metacognitive error: Feedback increases retention of low-confidence correct responses
    • Butler AC, Karpicke JD, Roediger HL. 2008. Correcting a metacognitive error: feedback increases retention of low-confidence correct responses. J. Exp. Psychol.: Learn. Mem. Cogn. 34:918-28
    • (2008) J. Exp. Psychol.: Learn. Mem. Cogn , vol.34 , pp. 918-928
    • Butler, A.C.1    Karpicke, J.D.2    Roediger, H.L.3
  • 16
    • 45849127987 scopus 로고    scopus 로고
    • Feedback enhances the positive effects and reduces the negative effects of multiple-choice testing
    • Butler AC, Roediger HL. 2008. Feedback enhances the positive effects and reduces the negative effects of multiple-choice testing. Mem. Cogn. 36:604-16
    • (2008) Mem. Cogn , vol.36 , pp. 604-616
    • Butler, A.C.1    Roediger, H.L.2
  • 17
    • 1642347122 scopus 로고    scopus 로고
    • Neural correlates of error detection and correction in a semantic retrieval task
    • Butterfield B, Mangels JA. 2003. Neural correlates of error detection and correction in a semantic retrieval task. Cogn. Brain Res. 17:793-817
    • (2003) Cogn. Brain Res , vol.17 , pp. 793-817
    • Butterfield, B.1    Mangels, J.A.2
  • 19
    • 33746461849 scopus 로고    scopus 로고
    • The correction of errors committed with high confidence
    • Butterfield B, Metcalfe J. 2006. The correction of errors committed with high confidence. Metacogn. Learn. 1:69-84
    • (2006) Metacogn. Learn , vol.1 , pp. 69-84
    • Butterfield, B.1    Metcalfe, J.2
  • 20
    • 82155179243 scopus 로고    scopus 로고
    • Semantic information activated during retrieval contributes to later retention: Support for the mediator effectiveness hypothesis of the testing effect
    • Carpenter SK. 2011. Semantic information activated during retrieval contributes to later retention: support for the mediator effectiveness hypothesis of the testing effect. J. Exp. Psychol.: Learn. Mem. Cogn. 37:1547-52
    • (2011) J. Exp. Psychol.: Learn. Mem. Cogn , vol.37 , pp. 1547-1552
    • Carpenter, S.K.1
  • 21
    • 38749146548 scopus 로고    scopus 로고
    • Errorless learning in the rehabilitation of memory impairment: A critical review
    • Clare L, Jones RSP. 2008. Errorless learning in the rehabilitation of memory impairment: a critical review. Neuropsychol. Rev. 18:1-23
    • (2008) Neuropsychol. Rev. , vol.18 , pp. 1-23
    • Clare, L.1    Jones, R.S.P.2
  • 22
    • 65249098952 scopus 로고    scopus 로고
    • Recursive processes in self-affirmation: Intervening to close the minority achievement gap
    • Cohen GL, Garcia J, Purdie-Vaughns V, Apfel N, Brzustoski P. 2009. Recursive processes in self-affirmation: intervening to close the minority achievement gap. Science 324:400-3
    • (2009) Science , vol.324 , pp. 400-403
    • Cohen, G.L.1    Garcia, J.2    Purdie-Vaughns, V.3    Apfel, N.4    Brzustoski, P.5
  • 23
    • 0000702735 scopus 로고    scopus 로고
    • Regulatory focus and strategic inclinations: Promotion and prevention in decision-making
    • Crowe E, Higgins ET. 1997. Regulatory focus and strategic inclinations: promotion and prevention in decision-making. Org. Behav. Hum. Decis. Proc. 69:117-32
    • (1997) Org. Behav. Hum. Decis. Proc , vol.69 , pp. 117-132
    • Crowe, E.1    Higgins, E.T.2
  • 24
    • 84878514020 scopus 로고    scopus 로고
    • Updating misconceptions: Effects of age and confidence
    • Cyr A-A, Anderson ND. 2013. Updating misconceptions: effects of age and confidence. Psychon. Bull. Rev. 20:574-80
    • (2013) Psychon. Bull. Rev. , vol.20 , pp. 574-580
    • Cyr, A.-A.1    Anderson, N.D.2
  • 25
    • 35548994157 scopus 로고    scopus 로고
    • Guilty, afraid, and alone-struggling with medical error
    • Delbanco T, Bell SK. 2007. Guilty, afraid, and alone-struggling with medical error. N. Engl. J. Med. 357:1682-83
    • (2007) N. Engl. J. Med , vol.357 , pp. 1682-1683
    • Delbanco, T.1    Bell, S.K.2
  • 27
    • 84862661815 scopus 로고    scopus 로고
    • The restless engram: Consolidations never end
    • Dudai Y. 2012. The restless engram: consolidations never end. Annu. Rev. Neurosci. 35:227-47
    • (2012) Annu. Rev. Neurosci , vol.35 , pp. 227-247
    • Dudai, Y.1
  • 28
    • 70349172390 scopus 로고    scopus 로고
    • Thousand Oaks, CA: Sage Learning from Errors 485
    • Dunlosky J, Metcalfe J. 2009. Metacognition. Thousand Oaks, CA: Sage www.annualreviews.org Learning from Errors 485
    • (2009) Metacognition
    • Dunlosky, J.1    Metcalfe, J.2
  • 29
    • 84893535662 scopus 로고    scopus 로고
    • A critical review of research on formative assessment: The limited scientific evidence of the impact of formative assessment in education
    • Dunn KE, Mulvenon SW. 2009. A critical review of research on formative assessment: the limited scientific evidence of the impact of formative assessment in education. Pract. Assess. Res. Eval. 14:1-11
    • (2009) Pract. Assess. Res. Eval , vol.14 , pp. 1-11
    • Dunn, K.E.1    Mulvenon, S.W.2
  • 30
    • 33750715288 scopus 로고    scopus 로고
    • New York: Random House
    • Dweck CS. 2006. Mindset. New York: Random House
    • (2006) Mindset
    • Dweck, C.S.1
  • 31
    • 58149372679 scopus 로고
    • A social-cognitive approach to motivation and personality
    • Dweck CS, Leggett EL. 1988. A social-cognitive approach to motivation and personality Psychol. Rev. 95:256-73
    • (1988) Psychol. Rev. , vol.95 , pp. 256-273
    • Dweck, C.S.1    Leggett, E.L.2
  • 32
    • 0032184922 scopus 로고    scopus 로고
    • Retention interval and eyewitness memory for events and personally identifying attributes
    • Ebbesen EB, Rienick CB. 1998. Retention interval and eyewitness memory for events and personally identifying attributes. J. Appl. Psychol. 83:745-62
    • (1998) J. Appl. Psychol. , vol.83 , pp. 745-762
    • Ebbesen, E.B.1    Rienick, C.B.2
  • 33
    • 84888013493 scopus 로고    scopus 로고
    • The hypercorrection effect in younger and older adults
    • Eich TS, Stern Y, Metcalfe J. 2013. The hypercorrection effect in younger and older adults. AgingNeuropsychol. Cogn. 20:511-21
    • (2013) AgingNeuropsychol. Cogn , vol.20 , pp. 511-521
    • Eich, T.S.1    Stern, Y.2    Metcalfe, J.3
  • 34
    • 62649094097 scopus 로고    scopus 로고
    • Surprising feedback improves later memory
    • Fazio LK, Marsh EJ. 2009. Surprising feedback improves later memory. Psychon. Bull. Rev. 16:88-92
    • (2009) Psychon. Bull. Rev. , vol.16 , pp. 88-92
    • Fazio, L.K.1    Marsh, E.J.2
  • 35
    • 79952482134 scopus 로고    scopus 로고
    • Correcting false memories
    • Fazio LK, Marsh EJ. 2010. Correcting false memories. Psychol. Sci. 21:801-3
    • (2010) Psychol. Sci. , vol.21 , pp. 801-803
    • Fazio, L.K.1    Marsh, E.J.2
  • 36
    • 46449098155 scopus 로고    scopus 로고
    • Framing effects on metacognitive monitoring and control
    • Finn B. 2008. Framing effects on metacognitive monitoring and control. Mem. Cogn. 36:813-21
    • (2008) Mem. Cogn , vol.36 , pp. 813-821
    • Finn, B.1
  • 37
    • 78149305144 scopus 로고    scopus 로고
    • Scaffolding feedback to maximize long-term error correction
    • Finn B, Metcalfe J. 2010. Scaffolding feedback to maximize long-term error correction. Mem. Cogn. 38:951-61
    • (2010) Mem. Cogn , vol.38 , pp. 951-961
    • Finn, B.1    Metcalfe, J.2
  • 38
    • 0034945360 scopus 로고    scopus 로고
    • The novelty P3: An event-related brain potential (ERP) sign of the brain's evaluation of novelty
    • Friedman D, Cycowicz Y, Gaeta H. 2001. The novelty P3: an event-related brain potential (ERP) sign of the brain's evaluation of novelty. Neurosci. Biobehav. Rev. 25:355-73
    • (2001) Neurosci. Biobehav. Rev. , vol.25 , pp. 355-373
    • Friedman, D.1    Cycowicz, Y.2    Gaeta, H.3
  • 39
    • 21244472727 scopus 로고    scopus 로고
    • A theory of cortical responses
    • Friston K. 2005. A theory of cortical responses. Philos. Trans. R. Soc. B 360:815-83
    • (2005) Philos. Trans. R. Soc. B , vol.360 , pp. 815-883
    • Friston, K.1
  • 40
    • 0002143348 scopus 로고
    • The error-related negativity: An event-related brain potential accompanying errors
    • GehringWJ, ColesMGH,Meyer DE, Donchin E. 1990. The error-related negativity: an event-related brain potential accompanying errors. Psychophysiology 27:S34
    • (1990) Psychophysiology , vol.27 , pp. S34
    • Gehring, W.J.1    Coles, M.G.H.2    Meyer, D.E.3    Donchin, E.4
  • 41
    • 0022573938 scopus 로고
    • Learning and retention of computer related vocabulary inmemoryimpaired patients: Method of vanishing cues
    • Glisky EL, Schacter DL, Tulving E. 1986. Learning and retention of computer related vocabulary inmemoryimpaired patients: method of vanishing cues. J. Clin. Exp. Neuropsychol. 8:292-312
    • (1986) J. Clin. Exp. Neuropsychol , vol.8 , pp. 292-312
    • Glisky, E.L.1    Schacter, D.L.2    Tulving, E.3
  • 42
    • 84864419966 scopus 로고    scopus 로고
    • When and why do retrieval attempts enhance subsequent encoding?
    • Grimaldi PJ, Karpicke JD. 2012. When and why do retrieval attempts enhance subsequent encoding? Mem. Cogn. 40:505-13
    • (2012) Mem. Cogn , vol.40 , pp. 505-513
    • Grimaldi, P.J.1    Karpicke, J.D.2
  • 43
    • 0029563599 scopus 로고
    • On the acquisition of new declarative knowledge in amnesia
    • Hamann SB, Squire LR. 1995. On the acquisition of new declarative knowledge in amnesia. Behav. Neurosci. 109:1027-44
    • (1995) Behav. Neurosci , vol.109 , pp. 1027-1044
    • Hamann, S.B.1    Squire, L.R.2
  • 44
    • 0010957096 scopus 로고
    • Predicting feedback effects from response-certitude estimates
    • Hancock TE, StockWA, Kulhavy RW. 1992. Predicting feedback effects from response-certitude estimates. Bull. Psychon. Soc. 30:173-76
    • (1992) Bull. Psychon. Soc , vol.30 , pp. 173-176
    • Hancock, T.E.1    Stock, W.A.2    Kulhavy, R.W.3
  • 45
    • 0027508418 scopus 로고
    • The role of repetition and associative interference in new semantic learning in amnesia: A case experiment
    • Hayman CA, MacDonald CA, Tulving E. 1993. The role of repetition and associative interference in new semantic learning in amnesia: a case experiment. J. Cogn. Neurosci. 5:375-89
    • (1993) J. Cogn. Neurosci , vol.5 , pp. 375-389
    • Hayman, C.A.1    MacDonald, C.A.2    Tulving, E.3
  • 46
    • 0038498075 scopus 로고    scopus 로고
    • Integrating errors into the training process: The function of error management instructions and the role of goal orientation
    • Heimbeck D, FreseM, Sonnentag S, Keith N. 2003. Integrating errors into the training process: the function of error management instructions and the role of goal orientation. Personal. Psychol. 56:333-61
    • (2003) Personal. Psychol. , vol.56 , pp. 333-361
    • Heimbeck, D.1    Frese, M.2    Sonnentag, S.3    Keith, N.4
  • 47
    • 0009918251 scopus 로고    scopus 로고
    • Promotion and prevention as a motivational duality: Implications for evaluative processes
    • ed. S Chaiken, Y Trope, New York: Guilford
    • Higgins ET. 1999. Promotion and prevention as a motivational duality: implications for evaluative processes. In Dual-Process Theories in Social Psychology, ed. S Chaiken, Y Trope, pp. 503-25. New York: Guilford
    • (1999) Dual-Process Theories in Social Psychology , pp. 503-525
    • Higgins, E.T.1
  • 48
    • 84864440556 scopus 로고    scopus 로고
    • Masking related errors facilitates learning, but learners do not know it
    • Huelser BJ, Metcalfe J. 2012. Masking related errors facilitates learning, but learners do not know it. Mem. Cogn. 40:514-27
    • (2012) Mem. Cogn , vol.40 , pp. 514-527
    • Huelser, B.J.1    Metcalfe, J.2
  • 49
    • 84887646848 scopus 로고    scopus 로고
    • Hypercorrection of high confidence errors in lexical representations
    • IwakiN,MatsushimaH,KodairaK. 2013. Hypercorrection of high confidence errors in lexical representations. Percept. Motor Skills 117:219-35
    • (2013) Percept. Motor Skills , vol.117 , pp. 219-235
    • Iwaki, N.1    Matsushima, H.2    Kodaira, K.3
  • 50
    • 0014141397 scopus 로고
    • Function of test trials in paired-associate learning
    • Izawa C. 1967. Function of test trials in paired-associate learning. J. Exp. Psychol. 76:194-209
    • (1967) J. Exp. Psychol. , vol.76 , pp. 194-209
    • Izawa, C.1
  • 51
    • 0040879526 scopus 로고
    • Optimal potentiating effects and forgetting-prevention effects of tests in paired-associate learning
    • Izawa C. 1970. Optimal potentiating effects and forgetting-prevention effects of tests in paired-associate learning. J. Exp. Psychol. 83:340-44
    • (1970) J. Exp. Psychol. , vol.83 , pp. 340-344
    • Izawa, C.1
  • 52
    • 84879222973 scopus 로고    scopus 로고
    • On the importance of looking back: The role of recursive remindings in recency judgments and cued recall
    • Jacoby LL, Wahlheim CN. 2013. On the importance of looking back: the role of recursive remindings in recency judgments and cued recall. Mem. Cogn. 41:625-37
    • (2013) Mem. Cogn , vol.41 , pp. 625-637
    • Jacoby, L.L.1    Wahlheim, C.N.2
  • 53
    • 0001251732 scopus 로고
    • Depth of processing and interference effects in the learning and remembering of sentences
    • Kane JH, Anderson RC. 1978. Depth of processing and interference effects in the learning and remembering of sentences. J. Educ. Psychol. 70:626-35
    • (1978) J. Educ. Psychol. , vol.70 , pp. 626-635
    • Kane, J.H.1    Anderson, R.C.2
  • 55
    • 38949141973 scopus 로고    scopus 로고
    • Effectiveness of error management training: A meta-analysis
    • Keith N, Frese M. 2008. Effectiveness of error management training: a meta-analysis. J. Appl. Psychol. 93:59-69
    • (2008) J. Appl. Psychol. , vol.93 , pp. 59-69
    • Keith, N.1    Frese, M.2
  • 56
    • 84862267827 scopus 로고    scopus 로고
    • Testing unsuccessfully: A specification of the underlying mechanisms supporting its influence on retention
    • Knight JB, Ball BH, Brewer GA, DeWitt MR,Marsh RL. 2012. Testing unsuccessfully: a specification of the underlying mechanisms supporting its influence on retention. J. Mem. Lang. 66:731-46
    • (2012) J. Mem. Lang , vol.66 , pp. 731-746
    • Knight, J.B.1    Ball, B.H.2    Brewer, G.A.3    DeWitt, M.R.4    Marsh, R.L.5
  • 57
    • 44649138174 scopus 로고    scopus 로고
    • Easy comes, easy goes? the link between learning and remembering and its exploitation in metacognition
    • Koriat A. 2008. Easy comes, easy goes? The link between learning and remembering and its exploitation in metacognition. Mem. Cogn. 36:416-28
    • (2008) Mem. Cogn , vol.36 , pp. 416-428
    • Koriat, A.1
  • 58
    • 84859784664 scopus 로고    scopus 로고
    • The self-consistency model of subjective confidence
    • Koriat A. 2012. The self-consistency model of subjective confidence. Psychol. Rev. 119:80-113
    • (2012) Psychol. Rev. , vol.119 , pp. 80-113
    • Koriat, A.1
  • 61
    • 84925744206 scopus 로고    scopus 로고
    • Retrieval attempts enhance learning, but retrieval success (versus failure) does not matter
    • Kornell N, Klein PJ, Rawson KA. 2015. Retrieval attempts enhance learning, but retrieval success (versus failure) does not matter. J. Exp. Psychol.: Learn. Mem. Cogn. 41:283-94
    • (2015) J. Exp. Psychol.: Learn. Mem. Cogn , vol.41 , pp. 283-294
    • Kornell, N.1    Klein, P.J.2    Rawson, K.A.3
  • 62
    • 33947144797 scopus 로고    scopus 로고
    • Blockers do not block recall in tip-of-The-tongue states
    • KornellN,Metcalfe J. 2006. Blockers do not block recall in tip-of-The-tongue states. Metacogn. Learn. 1:248-61
    • (2006) Metacogn. Learn , vol.1 , pp. 248-261
    • Kornell, N.1    Metcalfe, J.2
  • 63
    • 85059671780 scopus 로고    scopus 로고
    • The effects of memory retrieval, errors, and feedback on learning
    • ed. VA Benassi, CE Overson, CM Hakala. Washington, DC: Am. Psychol. Assoc. Soc. Teach. Psychol.
    • Kornell N, Metcalfe J. 2013. The effects of memory retrieval, errors, and feedback on learning. In Applying Science of Learning in Education: Infusing Psychological Science into the Curriculum, ed. VA Benassi, CE Overson, CM Hakala. Washington, DC: Am. Psychol. Assoc. Soc. Teach. Psychol. http://teachpsych. org/ebooks/asle2014/index.php
    • (2013) Applying Science of Learning in Education: Infusing Psychological Science into the Curriculum
    • Kornell, N.1    Metcalfe, J.2
  • 65
    • 84965802283 scopus 로고
    • Timing of feedback and verbal learning
    • Kulik JA, Kulik C-L. 1988. Timing of feedback and verbal learning. Rev. Educ. Res. 58:79-97
    • (1988) Rev. Educ. Res , vol.58 , pp. 79-97
    • Kulik, J.A.1    Kulik, C.-L.2
  • 67
    • 0000600219 scopus 로고    scopus 로고
    • A solution to Plato's problem: The latent semantic analysis theory of acquisition, induction, and representation of knowledge
    • Landauer TK, Dumais ST. 1997. A solution to Plato's problem: the latent semantic analysis theory of acquisition, induction, and representation of knowledge. Psychol. Rev. 104:211-40
    • (1997) Psychol. Rev. , vol.104 , pp. 211-240
    • Landauer, T.K.1    Dumais, S.T.2
  • 68
    • 54949132477 scopus 로고    scopus 로고
    • Memory reconsolidation mediates the strengthening of memories by additional learning
    • Lee JLC. 2008. Memory reconsolidation mediates the strengthening of memories by additional learning. Nat. Neurosci. 11:1264-66
    • (2008) Nat. Neurosci , vol.11 , pp. 1264-1266
    • Lee, J.L.C.1
  • 69
    • 0010036992 scopus 로고
    • Feedback processing and error correction
    • Lhyle KG, Kulhavy RW. 1987. Feedback processing and error correction. J. Educ. Psychol. 79:320-22
    • (1987) J. Educ. Psychol. , vol.79 , pp. 320-322
    • Lhyle, K.G.1    Kulhavy, R.W.2
  • 71
    • 10644257987 scopus 로고    scopus 로고
    • The structure of reflective practice in medicine
    • Mamede S, Schmidt HG. 2004. The structure of reflective practice in medicine. Med. Educ. 38:1302-8
    • (2004) Med. Educ. , vol.38 , pp. 1302-1308
    • Mamede, S.1    Schmidt, H.G.2
  • 72
    • 34547521541 scopus 로고    scopus 로고
    • Generalizing test-enhanced learning from the laboratory to the classroom
    • McDaniel MA,RoedigerHL, McDermottKB. 2007. Generalizing test-enhanced learning from the laboratory to the classroom. Psychon. Bull. Rev. 14:200-6
    • (2007) Psychon. Bull. Rev. , vol.14 , pp. 200-206
    • McDaniel, M.A.1    Roediger, H.L.2    McDermott, K.B.3
  • 73
    • 22044450692 scopus 로고    scopus 로고
    • Cognitive optimism: Self-deception of memory-based processing heuristics.Pers
    • Metcalfe J. 1998. Cognitive optimism: self-deception of memory-based processing heuristics.Pers. Soc. Psychol. Rev. 2:100-10
    • (1998) Soc. Psychol. Rev. , vol.2 , pp. 100-110
    • Metcalfe, J.1
  • 74
    • 84861560068 scopus 로고    scopus 로고
    • Neural correlates of people's hypercorrection of their false beliefs
    • Metcalfe J, Butterfield B, Habeck C, Stern Y. 2012. Neural correlates of people's hypercorrection of their false beliefs. J. Cogn. Neurosci. 24:1571-83. http://www.mitpressjournals.org/doi/abs/10.1162/ jocn-a-00228
    • (2012) J. Cogn. Neurosci , vol.24 , pp. 1571-1583
    • Metcalfe, J.1    Butterfield, B.2    Habeck, C.3    Stern, Y.4
  • 76
    • 46449112781 scopus 로고    scopus 로고
    • Evidence that judgments of learning are causally related to study choice
    • Metcalfe J, Finn B. 2008. Evidence that judgments of learning are causally related to study choice. Psychon. Bull. Rev. 15:174-79
    • (2008) Psychon. Bull. Rev. , vol.15 , pp. 174-179
    • Metcalfe, J.1    Finn, B.2
  • 77
    • 79952429288 scopus 로고    scopus 로고
    • People's correction of high confidence errors: Did they know it all along?
    • Metcalfe J, Finn B. 2011. People's correction of high confidence errors: Did they know it all along? J. Exp. Psychol.: Learn. Mem. Cogn. 37:437-48
    • (2011) J. Exp. Psychol.: Learn. Mem. Cogn , vol.37 , pp. 437-448
    • Metcalfe, J.1    Finn, B.2
  • 78
    • 84859969870 scopus 로고    scopus 로고
    • Hypercorrection of high confidence in children
    • Metcalfe J, Finn B. 2012. Hypercorrection of high confidence in children. Learn. Instr. 22:253-61
    • (2012) Learn. Instr , vol.22 , pp. 253-261
    • Metcalfe, J.1    Finn, B.2
  • 79
    • 34547510856 scopus 로고    scopus 로고
    • Principles of cognitive science in education: The effects of generation, errors and feedback
    • Metcalfe J, Kornell N. 2007. Principles of cognitive science in education: the effects of generation, errors and feedback. Psychon. Bull. Rev. 14:225-29
    • (2007) Psychon. Bull. Rev. , vol.14 , pp. 225-229
    • Metcalfe, J.1    Kornell, N.2
  • 80
    • 72449170032 scopus 로고    scopus 로고
    • Delayed versus immediate feedback in children's and adults' vocabulary learning
    • Metcalfe J, Kornell N, Finn B. 2009. Delayed versus immediate feedback in children's and adults' vocabulary learning. Mem. Cogn. 37:1077-87
    • (2009) Mem. Cogn , vol.37 , pp. 1077-1087
    • Metcalfe, J.1    Kornell, N.2    Finn, B.3
  • 81
    • 34347375280 scopus 로고    scopus 로고
    • A cognitive-science based program to enhance study efficacy in a highand low-risk setting
    • Metcalfe J, Kornell N, Son LK. 2007. A cognitive-science based program to enhance study efficacy in a highand low-risk setting. Eur. J. Cogn. Psychol. 19:743-68
    • (2007) Eur. J. Cogn. Psychol. , vol.19 , pp. 743-768
    • Metcalfe, J.1    Kornell, N.2    Son, L.K.3
  • 82
    • 84911808089 scopus 로고    scopus 로고
    • Hypercorrection of high confidence errors: Prior testing both enhances delayed performance and blocks the return of the errors
    • Metcalfe J, Miele DB. 2014. Hypercorrection of high confidence errors: Prior testing both enhances delayed performance and blocks the return of the errors. J. Appl. Res. Mem. Cogn. 3:189-97
    • (2014) J. Appl. Res. Mem. Cogn , vol.3 , pp. 189-197
    • Metcalfe, J.1    Miele, D.B.2
  • 83
    • 84988097355 scopus 로고
    • Back to the future: Temporal perspective in the explanation of events
    • Mitchell DJ, Russo JE, Pennington, N. 1989. Back to the future: temporal perspective in the explanation of events. J. Behav. Decis. Mak. 2:25-39
    • (1989) J. Behav. Decis. Mak , vol.2 , pp. 25-39
    • Mitchell, D.J.1    Russo, J.E.2    Pennington, N.3
  • 84
    • 3843053564 scopus 로고    scopus 로고
    • Decreasing cognitive load for novice students: Effects of explanatory versus corrective feedback on discovery-based multimedia
    • Moreno R. 2004. Decreasing cognitive load for novice students: effects of explanatory versus corrective feedback on discovery-based multimedia. Instr. Sci.: Int. J. Learn. Cogn. 32:99-113
    • (2004) Instr. Sci.: Int. J. Learn. Cogn , vol.32 , pp. 99-113
    • Moreno, R.1
  • 85
    • 0742268335 scopus 로고    scopus 로고
    • Foundations of the after action review process
    • Spec. Rep. 42. Alexandria, VA: Inst. Def. Anal Learning from Errors 487
    • Morrison JE, Meliza LL. 1999. Foundations of the After Action Review Process. US Army Res. Inst. Behav. Soc. Sci., Spec. Rep. 42. Alexandria, VA: Inst. Def. Anal. www.annualreviews.org Learning from Errors 487
    • (1999) US Army Res. Inst. Behav. Soc. Sci.
    • Morrison, J.E.1    Meliza, L.L.2
  • 86
    • 0034680134 scopus 로고    scopus 로고
    • Fear memories require protein synthesis in the amygdala for reconsolidation after retrieval
    • Nader K, Schafe G, LeDoux JE. 2000. Fear memories require protein synthesis in the amygdala for reconsolidation after retrieval. Nature 406:722-26
    • (2000) Nature , vol.406 , pp. 722-726
    • Nader, K.1    Schafe, G.2    LeDoux, J.E.3
  • 87
    • 0347733667 scopus 로고
    • An investigation of neural substrates of memory encoding in man
    • Paller KA, Kutas M, Mayes AR. 1985. An investigation of neural substrates of memory encoding in man. Psychophysiology 22:607
    • (1985) Psychophysiology , vol.22 , pp. 607
    • Paller, K.A.1    Kutas, M.2    Mayes, A.R.3
  • 89
    • 84886447653 scopus 로고    scopus 로고
    • Anxiety and error monitoring: The importance of motivation and emotion
    • Proudfit GH, InzlichtM,Mennin DS. 2013. Anxiety and error monitoring: the importance of motivation and emotion. Front. Hum. Neurosci. 7:636
    • (2013) Front. Hum. Neurosci , vol.7 , pp. 636
    • Proudfit, G.H.1    Inzlicht, M.2    Mennin, D.S.3
  • 90
    • 77957970077 scopus 로고    scopus 로고
    • Why testing improves memory:mediator effectiveness hypothesis
    • PycMA, Rawson KA. 2010. Why testing improves memory:mediator effectiveness hypothesis. Science 330:335
    • (2010) Science , vol.330 , pp. 335
    • Pyc, M.A.1    Rawson, K.A.2
  • 91
    • 71049121081 scopus 로고    scopus 로고
    • The pretesting effect: Do unsuccessful retrieval attempts enhance learning?
    • Richland LE, Kao LS, Kornell N. 2009. The pretesting effect: Do unsuccessful retrieval attempts enhance learning? J. Exp. Psychol. Appl. 15:243-57
    • (2009) J. Exp. Psychol. Appl , vol.15 , pp. 243-257
    • Richland, L.E.1    Kao, L.S.2    Kornell, N.3
  • 92
    • 33644745114 scopus 로고    scopus 로고
    • Test-enhanced learning: Taking memory tests improves long-term retention
    • Roediger HL, Karpicke JD. 2006a. Test-enhanced learning: Taking memory tests improves long-term retention. Psychol. Sci. 17:249-55
    • (2006) Psychol. Sci. , vol.17 , pp. 249-255
    • Roediger, H.L.1    Karpicke, J.D.2
  • 93
    • 84993728927 scopus 로고    scopus 로고
    • The power of testing memory: Basic research and implications for educational practice
    • Roediger HL, Karpicke JD. 2006b. The power of testing memory: basic research and implications for educational practice. Perspect. Psychol. Sci. 1:181-210
    • (2006) Perspect. Psychol. Sci. , vol.1 , pp. 181-210
    • Roediger, H.L.1    Karpicke, J.D.2
  • 95
    • 70449643252 scopus 로고    scopus 로고
    • Diagnostic error in medicine: Analysis of 583 physician-reported errors
    • Schiff GD, Hasan O, Kim S, Abrams R, Cosby K, et al. 2009. Diagnostic error in medicine: analysis of 583 physician-reported errors. Arch. Intern. Med. 169:1881-87
    • (2009) Arch. Intern. Med , vol.169 , pp. 1881-1887
    • Schiff, G.D.1    Hasan, O.2    Kim, S.3    Abrams, R.4    Cosby, K.5
  • 97
    • 41549151541 scopus 로고    scopus 로고
    • Responding to negativity: How a risky tactic can serve a vigilant strategy
    • Scholar AA, Stroessner SJ, Higgins ET. 2008. Responding to negativity: how a risky tactic can serve a vigilant strategy. J. Exp. Soc. Psychol. 44:767-74
    • (2008) J. Exp. Soc. Psychol. , vol.44 , pp. 767-774
    • Scholar, A.A.1    Stroessner, S.J.2    Higgins, E.T.3
  • 98
    • 0029320238 scopus 로고
    • Howdoes change occur: Amicrogenetic study of number conservation
    • SieglerRS. 1995.Howdoes change occur: amicrogenetic study of number conservation. Cogn. Psychol. 28:225-73
    • (1995) Cogn. Psychol. , vol.28 , pp. 225-273
    • Siegler, R.S.1
  • 100
    • 85009480037 scopus 로고    scopus 로고
    • Does the hypercorrection effect occur when feedback is delayed?
    • St. Louis, MO
    • Sitzman DM, Rhodes MG. 2010. Does the hypercorrection effect occur when feedback is delayed? Poster presented at 2010 Psychon. Soc. Annu. Meet., St. Louis, MO
    • (2010) 2010 Psychon. Soc. Annu. Meet
    • Sitzman, D.M.1    Rhodes, M.G.2
  • 105
    • 0026133577 scopus 로고
    • Incubation and the persistence of fixation in problem solving
    • Smith SM, Blankenship SE. 1991. Incubation and the persistence of fixation in problem solving. Am. J. Psychol. 104:61-87
    • (1991) Am. J. Psychol. , vol.104 , pp. 61-87
    • Smith, S.M.1    Blankenship, S.E.2
  • 107
    • 70350545485 scopus 로고    scopus 로고
    • Closing the teaching gap
    • Stigler JW, Hiebert J. 2009. Closing the teaching gap. Kappan 91:32-37
    • (2009) Kappan , vol.91 , pp. 32-37
    • Stigler, J.W.1    Hiebert, J.2
  • 108
    • 0008905283 scopus 로고
    • Discrimination learning with and without errors
    • Terrace HS. 1963. Discrimination learning with and without errors. J. Exp. Anal. Behav. 6:1-27
    • (1963) J. Exp. Anal. Behav. , vol.6 , pp. 1-27
    • Terrace, H.S.1
  • 110
    • 84989992071 scopus 로고
    • Discrimination learning the peak shift and behavioral contrast
    • Terrace HS. 1968. Discrimination learning the peak shift and behavioral contrast. J. Exp. Anal. Behav. 11:727-41
    • (1968) J. Exp. Anal. Behav. , vol.11 , pp. 727-741
    • Terrace, H.S.1
  • 111
    • 77349121818 scopus 로고    scopus 로고
    • Defining the stimulus-A memoir
    • Terrace HS. 2010. Defining the stimulus-A memoir. Behav. Process. 83:139-53
    • (2010) Behav. Process , vol.83 , pp. 139-153
    • Terrace, H.S.1
  • 112
    • 85009484410 scopus 로고    scopus 로고
    • After-action review
    • USAID (US Agency Int. Dev). Washington, DC: USAID
    • USAID (US Agency Int. Dev). 2006. After-action review. Technical guidance. PN-ADF-360. Washington, DC: USAID
    • (2006) Technical Guidance. PN-ADF-360
  • 114
    • 84879219772 scopus 로고    scopus 로고
    • Remembering change: The critical role of recursive remindings in proactive memory
    • Wahlheim CN, Jacoby LL. 2013. Remembering change: the critical role of recursive remindings in proactive memory. Mem. Cogn. 41:1-15
    • (2013) Mem. Cogn , vol.41 , pp. 1-15
    • Wahlheim, C.N.1    Jacoby, L.L.2
  • 116
    • 57249095866 scopus 로고    scopus 로고
    • Modulation of the error-related negativity by induction of short-term negative affect
    • WiswedeD,Münte TF,Goschke T, Rüsseler J. 2009. Modulation of the error-related negativity by induction of short-term negative affect. Neuropsychology 47:83-90
    • (2009) Neuropsychology , vol.47 , pp. 83-90
    • Wiswede, D.1    Münte, T.F.2    Goschke, T.3    Rüsseler, J.4
  • 117
    • 0034681752 scopus 로고    scopus 로고
    • Medical error: The second victim
    • Wu AW. 2000. Medical error: the second victim. BMJ 320:726-27
    • (2000) BMJ , vol.320 , pp. 726-727
    • Wu, A.W.1
  • 118
    • 79953048514 scopus 로고    scopus 로고
    • Learning from errors: The role of context, emotion, and personality
    • Zhao B. 2011. Learning from errors: the role of context, emotion, and personality. J. Org. Behav. 32:435-63
    • (2011) J. Org. Behav. , vol.32 , pp. 435-463
    • Zhao, B.1


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.