Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 1 |
| Since 2006 (last 20 years) | 1 |
Descriptor
| Beliefs | 1 |
| Error Correction | 1 |
| Feedback (Response) | 1 |
| Foreign Countries | 1 |
| Learning Strategies | 1 |
| Metacognition | 1 |
| Reading | 1 |
| Recall (Psychology) | 1 |
| Retention (Psychology) | 1 |
| Statistical Analysis | 1 |
| Surveys | 1 |
| More ▼ | |
Source
| Journal of Experimental… | 1 |
Publication Type
| Journal Articles | 1 |
| Reports - Research | 1 |
| Tests/Questionnaires | 1 |
Education Level
Audience
Location
| United Kingdom | 1 |
| United Kingdom (London) | 1 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Direct linkYang, Chunliang; Potts, Rosalind; Shanks, David R. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2017
Generating errors followed by corrective feedback enhances retention more effectively than does reading--the benefit of errorful generation--but people tend to be unaware of this benefit. The current research explored this metacognitive unawareness, its effect on self-regulated learning, and how to alleviate or reverse it. People's beliefs about…
Descriptors: Metacognition, Learning Strategies, Retention (Psychology), Feedback (Response)
