Improved memory for error feedback.
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| Title: | Improved memory for error feedback. |
|---|---|
| Authors: | Van der Borght, Liesbet, Schouppe, Nathalie, Notebaert, Wim |
| Source: | Psychological Research. Nov2016, Vol. 80 Issue 6, p1049-1058. 10p. 2 Charts, 3 Graphs. |
| Subjects: | Physiological control systems, Memory, Cognitive ability, Task performance, Errors |
| 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). [ABSTRACT FROM AUTHOR] |
| Copyright of Psychological Research is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: pbh DbLabel: Psychology and Behavioral Sciences Collection An: 118886744 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Improved memory for error feedback. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Van+der+Borght%2C+Liesbet%22">Van der Borght, Liesbet</searchLink><br /><searchLink fieldCode="AR" term="%22Schouppe%2C+Nathalie%22">Schouppe, Nathalie</searchLink><br /><searchLink fieldCode="AR" term="%22Notebaert%2C+Wim%22">Notebaert, Wim</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Psychological+Research%22">Psychological Research</searchLink>. Nov2016, Vol. 80 Issue 6, p1049-1058. 10p. 2 Charts, 3 Graphs. – Name: Subject Label: Subjects Group: Su Data: <searchLink fieldCode="DE" term="%22Physiological+control+systems%22">Physiological control systems</searchLink><br /><searchLink fieldCode="DE" term="%22Memory%22">Memory</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+ability%22">Cognitive ability</searchLink><br /><searchLink fieldCode="DE" term="%22Task+performance%22">Task performance</searchLink><br /><searchLink fieldCode="DE" term="%22Errors%22">Errors</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: 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). [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Psychological Research is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=118886744 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s00426-015-0705-6 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 10 StartPage: 1049 Subjects: – SubjectFull: Physiological control systems Type: general – SubjectFull: Memory Type: general – SubjectFull: Cognitive ability Type: general – SubjectFull: Task performance Type: general – SubjectFull: Errors Type: general Titles: – TitleFull: Improved memory for error feedback. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Van der Borght, Liesbet – PersonEntity: Name: NameFull: Schouppe, Nathalie – PersonEntity: Name: NameFull: Notebaert, Wim IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 11 Text: Nov2016 Type: published Y: 2016 Identifiers: – Type: issn-print Value: 03400727 Numbering: – Type: volume Value: 80 – Type: issue Value: 6 Titles: – TitleFull: Psychological Research Type: main |
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