Acceso usuarios
Yeray Mera Equiza, Malen Migueles Seco, Eugenia Marín García
The Retrieval Practice effect states that taking tests during learning enhances later correct retrieval compared to re-studying. However, introducing tests carries the risk of reinforcing the committed errors. A growing body of evidence on Errorful Learning suggests that error commission during learning is beneficial — rather than detrimental — to memory. The present study employed a retrieval practice paradigm to analyse the level of error correction and investigated how the semantic relationship of the material and the recovery of the original error modulate Errorful Learning (Experiments 1 and 2). Furthermore, a lexical-decision task explored the feedback processing times compared with correct and errorful responses (Experiment 3). Our results showed a greater error correction when the study material was semantically related. Moreover, it was not necessary to recover the original errors to retrieve the correct answer. Additionally, participants took longer to respond to items for which they had previous error-experience, and they showed longer processing times for feedback-words during the lexical-decision task compared to errors and correct answers. These results might be taken to indicate that more controlled and semantically based searching processes, and prior error inhibition are engaged in the retrieval of the correct answers with a previous error-experience.
