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Bein, Oded; Plotkin, Natalie A.; Davachi, Lila – Learning & Memory, 2021
When our experience violates our predictions, it is adaptive to update our knowledge to promote a more accurate representation of the world and facilitate future predictions. Theoretical models propose that these mnemonic prediction errors should be encoded into a distinct memory trace to prevent interference with previous, conflicting memories.…
Descriptors: Mnemonics, Prediction, Memory, Expectation
Metcalfe, Janet – Grantee Submission, 2017
Although error avoidance during learning appears to be the rule in American classrooms, laboratory studies suggest that it may be a counterproductive strategy, at least for neurologically typical students. Experimental investigations indicate that errorful learning followed by corrective feedback is beneficial to learning. Interestingly, the…
Descriptors: Error Patterns, Error Correction, Feedback (Response), Educational Benefits
Barbieri, Christina; Booth, Julie L. – Grantee Submission, 2016
Middle school algebra students (N = 125) randomly assigned within classroom to a Problem-solving control group, a Correct worked examples control group, or an Incorrect worked examples group, completed an experimental classroom study to assess the differential effects of incorrect examples versus the two control groups on students' algebra…
Descriptors: Middle School Students, Algebra, Secondary School Mathematics, Randomized Controlled Trials
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Hossain, Belayet; Tsigaris, Panagiotis – American Journal of Business Education, 2013
This study examines grade expectations of two groups of business students for their final course mark. We separate students that are on average "better" forecasters on the basis of them not making significant forecast errors during the semester from those students that are poor forecasters of their final grade. We find that the better…
Descriptors: Business Administration Education, Grade Prediction, College Students, Expectation
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Hunt, Melissa G.; Momjian, Ani J.; Wong, Keri K. – Psychological Assessment, 2011
The Test of Variables of Attention (TOVA) is a continuous performance test (CPT) that assesses attention, impulsivity, and processing speed. CPTs are used in the assessment of attention-deficit/hyperactivity disorder (ADHD) in children, but more young adults are being assessed for ADHD as well. The TOVA norms are based on a standardization sample…
Descriptors: Evidence, Attention Deficit Hyperactivity Disorder, Expectation, College Students
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Aguiar, Adrea; Baillargeon, Renee – Cognition, 2003
Five experiments demonstrated that 6.5-month-olds perseverated in a violation-of-expectation task to examine reasoning about width information in containment events. After watching a familiarization event in which a ball was lowered into a wide container, infants failed to detect the violation when the same ball was lowered into a container half…
Descriptors: Cognitive Development, Error Patterns, Expectation, Infant Behavior
Kearns, Jack – 1974
Empirical Bayes point estimates of true score may be obtained if the distribution of observed score for a fixed examinee is approximated in one of several ways by a well-known compound binomial model. The Bayes estimates of true score may be expressed in terms of the observed score distribution and the distribution of a hypothetical binomial test.…
Descriptors: Career Development, Error Patterns, Expectation, Mathematical Models
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Ahmed, Ayesha; Ruffman, Ted – Developmental Psychology, 1998
Four experiments examined 8- to 12-month olds on search and nonsearch A not B tasks, a one-location task, and control tasks. Results indicated memory for where object was hidden and expectations of where it should be found. The effect occurred at delays at which infants made the A not B error when searching, and at a longer 15-second delay.…
Descriptors: Cognitive Development, Cognitive Processes, Error Patterns, Expectation
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Keller, Jean; Ripoll, Hubert – Learning & Individual Differences, 2004
The relationships between response latencies and accuracy on the matching familiar figures test (MFFT) and two gross motor tasks (batting or catching a ball) were studied in twenty-nine 9-year-old boys. Children were classified into four groups using a double dichotomy of response latencies and errors on the MFFT: reflective, impulsive,…
Descriptors: Males, Conceptual Tempo, Motor Reactions, Reaction Time