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10-09-2015 | Original Article

Improved memory for error feedback

Auteurs: Liesbet Van der Borght, Nathalie Schouppe, Wim Notebaert

Gepubliceerd in: Psychological Research | Uitgave 6/2016

Abstract

Surprising feedback in a general knowledge test leads to an improvement in memory for both the surface features and the content of the feedback (Psychon Bull Rev 16:88–92, 2009). Based on the idea that in cognitive tasks, error is surprising (the orienting account, Cognition 111:275–279, 2009), we tested whether error feedback would be better remembered than correct feedback. Colored words were presented as feedback signals in a flanker task, where the color indicated the accuracy. Subsequently, these words were again presented during a recognition task (Experiment 1) or a lexical decision task (Experiments 2 and 3). In all experiments, memory was improved for words seen as error feedback. These results are compared to the attentional boost effect (J Exp Psychol Learn Mem Cogn 39:1223–12231, 2013) and related to the orienting account for post-error slowing (Cognition 111:275–279, 2009).

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Titel: Improved memory for error feedback
Auteurs: Liesbet Van der Borght
Nathalie Schouppe
Wim Notebaert
Publicatiedatum: 10-09-2015
Uitgeverij: Springer Berlin Heidelberg
Gepubliceerd in: Psychological Research / Uitgave 6/2016
Print ISSN: 0340-0727
Elektronisch ISSN: 1430-2772
DOI: https://doi.org/10.1007/s00426-015-0705-6

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Improved memory for error feedback

Abstract

Andere artikelen Uitgave 6/2016

Body ownership and response to threat

Modality-specific effects on crosstalk in task switching: evidence from modality compatibility using bimodal stimulation

Generation and the subjective feeling of “aha!” are independently related to learning from insight

Sex differences in chronometric mental rotation with human bodies

Latent profiles of executive functioning in healthy young adults: evidence of individual differences in hemispheric asymmetry

Attention to future actions: the influence of instructed S-R versus S-S mappings on attentional control

Bohn Stafleu van Loghum

Welkom bij THIM Hogeschool voor Fysiotherapie & Bohn Stafleu van Loghum

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Abstract

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Body ownership and response to threat

Modality-specific effects on crosstalk in task switching: evidence from modality compatibility using bimodal stimulation

Generation and the subjective feeling of “aha!” are independently related to learning from insight

Sex differences in chronometric mental rotation with human bodies

Latent profiles of executive functioning in healthy young adults: evidence of individual differences in hemispheric asymmetry

Attention to future actions: the influence of instructed S-R versus S-S mappings on attentional control