Many recent studies have shown that memory for correct answers is enhanced when an error is committed and then corrected, as compared to when the correct answer is provided without intervening error commission. The fact that the kind of errors that produced such a benefit, in past research, were those that were semantically related to the correct…

Theories of study time allocation and of curiosity suggest that people are most engaged with and want to devote their time to materials that are not completely mastered but also are not so difficult that they might be impossible. Their curiosity is thought to be triggered by items that are almost known, or are in what is sometimes called theregion…

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…

The Underconfidence with Practice (UPW) effect [Koriat, A., Sheffer, L., & Ma'ayan, H. (2002). Comparing objective and subjective learning curves: Judgment of learning exhibit increased underconfidence with practice. "Journal of Experimental Psychology: General, 131", 147-162.], found in multi-trial learning, is marked by a pattern of…

Two processes are postulated to underlie delayed judgments of learning (JOLs)--cue familiarity and target retrievability. The two processes are distinguishable because the familiarity-based judgments are thought to be faster than the retrieval-based processes, because only retrieval-based JOLs should enhance the relative accuracy of the…

To test the hypothesis that item-selection artifacts may distort data from the overt-rehearsal procedure in single-trial free recall, a controlled procedure was used where to-be-rehearsed items were presented to the subject rather than selected by him. No differences were found between the two procedures. (SW)