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Response Format, Not Semantic Activation, Influences the Failed Retrieval Effect
In educational settings, tests are mainly used to measure the extent to which learners’ knowledge and skill have been acquired. However, the act of taking a test also promotes learning itself. In particular, making errors on tests (i.e., searching for erroneous information) promotes learning. This i...
Autores principales: | , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Frontiers Media S.A.
2019
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6459060/ https://www.ncbi.nlm.nih.gov/pubmed/31019476 http://dx.doi.org/10.3389/fpsyg.2019.00599 |
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author | Tanaka, Saeko Miyatani, Makoto Iwaki, Nobuyoshi |
author_facet | Tanaka, Saeko Miyatani, Makoto Iwaki, Nobuyoshi |
author_sort | Tanaka, Saeko |
collection | PubMed |
description | In educational settings, tests are mainly used to measure the extent to which learners’ knowledge and skill have been acquired. However, the act of taking a test also promotes learning itself. In particular, making errors on tests (i.e., searching for erroneous information) promotes learning. This is called the “failed retrieval effect” (FRE) and has been the subject of considerable study. Previous research shows that enhanced learning does not occur if feedback correcting an error is delayed. This is attributed to the relative absence of activated information. In this study, we manipulated both the amount of information to be retrieved prior to learning and the delay time until feedback is given to investigate their effects on learning. As a result, even when multiple incorrect answers were given to increase the degree of semantic activation, learning was not promoted beyond that found with traditional procedures that rely on only one incorrect response. The timing of feedback (immediate, short-delay, long-delay) also did not impact FRE. However, the manipulation of response format for erroneous information resulted in degraded performance when responses were typed and feedback was delayed. Based on this result, we suggested that the failed retrieval effect was not affected by semantic activation at the time of retrieval but was affected by response format. Moreover, the processing necessary for typing may affect FRE under the delayed feedback condition. |
format | Online Article Text |
id | pubmed-6459060 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2019 |
publisher | Frontiers Media S.A. |
record_format | MEDLINE/PubMed |
spelling | pubmed-64590602019-04-24 Response Format, Not Semantic Activation, Influences the Failed Retrieval Effect Tanaka, Saeko Miyatani, Makoto Iwaki, Nobuyoshi Front Psychol Psychology In educational settings, tests are mainly used to measure the extent to which learners’ knowledge and skill have been acquired. However, the act of taking a test also promotes learning itself. In particular, making errors on tests (i.e., searching for erroneous information) promotes learning. This is called the “failed retrieval effect” (FRE) and has been the subject of considerable study. Previous research shows that enhanced learning does not occur if feedback correcting an error is delayed. This is attributed to the relative absence of activated information. In this study, we manipulated both the amount of information to be retrieved prior to learning and the delay time until feedback is given to investigate their effects on learning. As a result, even when multiple incorrect answers were given to increase the degree of semantic activation, learning was not promoted beyond that found with traditional procedures that rely on only one incorrect response. The timing of feedback (immediate, short-delay, long-delay) also did not impact FRE. However, the manipulation of response format for erroneous information resulted in degraded performance when responses were typed and feedback was delayed. Based on this result, we suggested that the failed retrieval effect was not affected by semantic activation at the time of retrieval but was affected by response format. Moreover, the processing necessary for typing may affect FRE under the delayed feedback condition. Frontiers Media S.A. 2019-04-04 /pmc/articles/PMC6459060/ /pubmed/31019476 http://dx.doi.org/10.3389/fpsyg.2019.00599 Text en Copyright © 2019 Tanaka, Miyatani and Iwaki. http://creativecommons.org/licenses/by/4.0/ This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms. |
spellingShingle | Psychology Tanaka, Saeko Miyatani, Makoto Iwaki, Nobuyoshi Response Format, Not Semantic Activation, Influences the Failed Retrieval Effect |
title | Response Format, Not Semantic Activation, Influences the Failed Retrieval Effect |
title_full | Response Format, Not Semantic Activation, Influences the Failed Retrieval Effect |
title_fullStr | Response Format, Not Semantic Activation, Influences the Failed Retrieval Effect |
title_full_unstemmed | Response Format, Not Semantic Activation, Influences the Failed Retrieval Effect |
title_short | Response Format, Not Semantic Activation, Influences the Failed Retrieval Effect |
title_sort | response format, not semantic activation, influences the failed retrieval effect |
topic | Psychology |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6459060/ https://www.ncbi.nlm.nih.gov/pubmed/31019476 http://dx.doi.org/10.3389/fpsyg.2019.00599 |
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