The Role of Generating Versus Choosing an Error in Children's Later Error Correction
- Abbey Loehr, Vanderbilt University, Nashville, Tennessee, United States
- Lisa Fazio, Vanderbilt University, Nashville, Tennessee, United States
- Bethany Rittle-Johnson, Vanderbilt University, Nashville, Tennessee, United States
AbstractErrors are common during learning, but what factors influence whether those errors are corrected? Evidence suggests error generation and memory for errors may be two important factors. Middle-school children studied and were tested on their memory for math definitions. After receiving correct answer feedback, children recalled their initial test answers before taking a final test. Memory for errors and error correction rates were higher for errors that were generated compared to errors that were chosen from a list. Further, memory for errors was positively correlated with error correction, even after controlling for age, grade, and math and reading skills. However, this relationship was only present for errors that were generated and not for errors that were chosen from a list. These findings suggest retrieval plays an important role in the relationship between memory for errors and error correction.
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