The role of recalling previous errors in middle‐school children's learning
Bibliographic Data
| ID | 9615600 |
|---|---|
| Authors | Abbey M Loehr (0000-0002-0468-0678, Department of Psychology and Human Development Vanderbilt University Nashville Tennessee USA, corresponding author), Lisa K Fazio (0000-0002-0415-4862, Department of Psychology and Human Development Vanderbilt University Nashville Tennessee USA), Bethany Rittle‐johnson (0000-0001-8001-942X, Department of Psychology and Human Development Vanderbilt University Nashville Tennessee USA) |
| Year | 2020 |
| Volume | 90 |
| Issue | 4 |
| Pages | 997-1014 |
| Publication date | 2020-12-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | British Journal of Educational Psychology (JOURNAL) |
| Journal identifiers | ISSN: 0007-0998 • E-ISSN: 2044-8279 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/bjep.12341 |
| PMID | 31999838 |
| OpenAlex | W3004041527 |
| Language | EN |
| References cited | 30 |
BACKGROUND: Committing errors is a common part of the learning process, and adults are more likely to correct errors that they can recall. However, preadolescent children's recall of previous errors (i.e., memory for errors) may be limited. AIMS: We examined children's ability to recall their past errors and tested whether recalling an error aids error correction. SAMPLES: We worked with 102 (Study 1) and 173 (Study 2) middle-school children in the United States. METHODS: In Study 1, children studied and were tested on their memory for math definitions. After reviewing the correct answers, children recalled their initial test answers and then took a final test. Reminders of past errors were provided for some children in Study 2. In two other conditions, children either recalled their past errors or studied the correct answers only. RESULTS: Children's recall of their past errors was poor, and errors that were recalled were no more likely to be corrected than errors that were not recalled. Across children, there was a positive association between memory for errors and error correction even after controlling for covariates. Being reminded of past errors and recalling past errors reduced error correction relative to studying the correct answers only. CONCLUSIONS: Preadolescents' memory for errors is very limited, their ability to recall past errors predicts error correction overall, and recalling an error or being reminded of an error does not facilitate error correction
Algorithm · Association (psychology) · Cognitive psychology · Developmental psychology · Error detection and correction · Memory errors · Non-sampling error · Recall · Statistics · Cognitive Abilities and Testing · Computer Science · Mathematics · Memory Processes and Influences · Psychology · Psychometric Methodologies and Testing
Much Ado About Nothing
The generation effect
Constraints on Generality (COG)
Hindsight is not equal to foresight
Learning from Errors
Missing data
A multiprocess account of hindsight bias in children
When further learning fails
Effects of Differential Feedback on the Answering of Two Types of Questions by Fifth- and Sixth-graders
| Highly cited | No |
|---|