Author pages are created from data sourced from our academic publisher partnerships and public sources.
Share This Author
Test-Enhanced Learning in a Middle School Science Classroom: The Effects of Quiz Frequency and Placement.
Typically, teachers use tests to evaluate students’ knowledge acquisition. In a novel experimental study, we examined whether low-stakes testing (quizzing) can be used to foster students’ learning of…
Making related errors facilitates learning, but learners do not know it
It is found that people did not know that generating an error enhanced memory, even after they had just completed the task that produced substantial benefits, and no benefit was derived from generated an error when the cue and target were unrelated.
Receiving right/wrong feedback: Consequences for learning
Overall, right/wrong feedback conveys some information to the learner, but is not nearly as useful as being told the correct answer or having the chance to review the to-be-learned materials.
Learning from errors is attributable to episodic recollection rather than semantic mediation