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Yang, 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)