Can we learn from errors? Retrieval facilitates the correction of false memories for pragmatic inferences
Autor(a) principal: | |
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Data de Publicação: | 2022 |
Outros Autores: | , , , |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | http://hdl.handle.net/10451/63111 |
Resumo: | Errorful learning suggests that, when perfect learning has not yet been attained, errors can enhance future learning if followed by corrective feedback. Research on memory updating has shown that after retrieval, memory becomes more malleable and prone to change. Thus, retrieval of a wrong answer might provide a good context for the incorporation of feedback. Here, we tested this hypothesis using sentences including pragmatic sentence implications, commonly used for the study of false memories. Across two experiments with young adults, we hypothesized that corrective feedback would be more efficient at reducing false memories if provided immediately after retrieval, when memory is more malleable than after being exposed to the material. Participants’ memory was assessed as a function of the type of learning task (Experiment 1: retrieval vs. restudy; and Experiment 2: active vs. passive recognition); and whether participants received corrective feedback or not. In both experiments, we observed that retrieval not only improved correct recall (replicating the testing effect) but also promoted the correction of false memories. Notably, corrective feedback was more effective when given after errors that were committed during retrieval rather than after restudy (Experiment 1) or after passive recognition (Experiment 2). Our results suggest that the benefits of retrieval go beyond the testing effect since it also facilitates false memories correction. Retrieval seems to enhance memory malleability, thus improving the incorporation of feedback, compared to the mere presentation of the information. Our results support the use of learning strategies that engage in active and explicit retrieval because, even if the retrieved information is wrong—when immediate feedback is provided—memory updating is promoted and errors are more likely to be corrected. |
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Can we learn from errors? Retrieval facilitates the correction of false memories for pragmatic inferencesMemoryMental recallFeedbackHumansRecognitionPsychologyYoung adultErrorful learning suggests that, when perfect learning has not yet been attained, errors can enhance future learning if followed by corrective feedback. Research on memory updating has shown that after retrieval, memory becomes more malleable and prone to change. Thus, retrieval of a wrong answer might provide a good context for the incorporation of feedback. Here, we tested this hypothesis using sentences including pragmatic sentence implications, commonly used for the study of false memories. Across two experiments with young adults, we hypothesized that corrective feedback would be more efficient at reducing false memories if provided immediately after retrieval, when memory is more malleable than after being exposed to the material. Participants’ memory was assessed as a function of the type of learning task (Experiment 1: retrieval vs. restudy; and Experiment 2: active vs. passive recognition); and whether participants received corrective feedback or not. In both experiments, we observed that retrieval not only improved correct recall (replicating the testing effect) but also promoted the correction of false memories. Notably, corrective feedback was more effective when given after errors that were committed during retrieval rather than after restudy (Experiment 1) or after passive recognition (Experiment 2). Our results suggest that the benefits of retrieval go beyond the testing effect since it also facilitates false memories correction. Retrieval seems to enhance memory malleability, thus improving the incorporation of feedback, compared to the mere presentation of the information. Our results support the use of learning strategies that engage in active and explicit retrieval because, even if the retrieved information is wrong—when immediate feedback is provided—memory updating is promoted and errors are more likely to be corrected.Public Library of ScienceRepositório da Universidade de LisboaMaraver, María J.Lapa, AnaGarcia-Marques, LeonelCarneiro, PaulaRaposo, Ana2024-03-02T19:55:13Z2022-08-022024-01-29T09:16:38Z2022-08-02T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/10451/63111engMaraver, M. J., Lapa, A., Garcia-Marques, L., Carneiro, P., & Raposo, A. (2022). Can we learn from errors? Retrieval facilitates the correction of false memories for pragmatic inferences. Plos one, 17(8), e0272427. https://doi.org/10.1371/journal.pone.02724271932-6203cv-prod-351082910.1371/journal.pone.0272427info:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2024-03-04T01:20:03Zoai:repositorio.ul.pt:10451/63111Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-20T03:12:28.821443Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse |
dc.title.none.fl_str_mv |
Can we learn from errors? Retrieval facilitates the correction of false memories for pragmatic inferences |
title |
Can we learn from errors? Retrieval facilitates the correction of false memories for pragmatic inferences |
spellingShingle |
Can we learn from errors? Retrieval facilitates the correction of false memories for pragmatic inferences Maraver, María J. Memory Mental recall Feedback Humans Recognition Psychology Young adult |
title_short |
Can we learn from errors? Retrieval facilitates the correction of false memories for pragmatic inferences |
title_full |
Can we learn from errors? Retrieval facilitates the correction of false memories for pragmatic inferences |
title_fullStr |
Can we learn from errors? Retrieval facilitates the correction of false memories for pragmatic inferences |
title_full_unstemmed |
Can we learn from errors? Retrieval facilitates the correction of false memories for pragmatic inferences |
title_sort |
Can we learn from errors? Retrieval facilitates the correction of false memories for pragmatic inferences |
author |
Maraver, María J. |
author_facet |
Maraver, María J. Lapa, Ana Garcia-Marques, Leonel Carneiro, Paula Raposo, Ana |
author_role |
author |
author2 |
Lapa, Ana Garcia-Marques, Leonel Carneiro, Paula Raposo, Ana |
author2_role |
author author author author |
dc.contributor.none.fl_str_mv |
Repositório da Universidade de Lisboa |
dc.contributor.author.fl_str_mv |
Maraver, María J. Lapa, Ana Garcia-Marques, Leonel Carneiro, Paula Raposo, Ana |
dc.subject.por.fl_str_mv |
Memory Mental recall Feedback Humans Recognition Psychology Young adult |
topic |
Memory Mental recall Feedback Humans Recognition Psychology Young adult |
description |
Errorful learning suggests that, when perfect learning has not yet been attained, errors can enhance future learning if followed by corrective feedback. Research on memory updating has shown that after retrieval, memory becomes more malleable and prone to change. Thus, retrieval of a wrong answer might provide a good context for the incorporation of feedback. Here, we tested this hypothesis using sentences including pragmatic sentence implications, commonly used for the study of false memories. Across two experiments with young adults, we hypothesized that corrective feedback would be more efficient at reducing false memories if provided immediately after retrieval, when memory is more malleable than after being exposed to the material. Participants’ memory was assessed as a function of the type of learning task (Experiment 1: retrieval vs. restudy; and Experiment 2: active vs. passive recognition); and whether participants received corrective feedback or not. In both experiments, we observed that retrieval not only improved correct recall (replicating the testing effect) but also promoted the correction of false memories. Notably, corrective feedback was more effective when given after errors that were committed during retrieval rather than after restudy (Experiment 1) or after passive recognition (Experiment 2). Our results suggest that the benefits of retrieval go beyond the testing effect since it also facilitates false memories correction. Retrieval seems to enhance memory malleability, thus improving the incorporation of feedback, compared to the mere presentation of the information. Our results support the use of learning strategies that engage in active and explicit retrieval because, even if the retrieved information is wrong—when immediate feedback is provided—memory updating is promoted and errors are more likely to be corrected. |
publishDate |
2022 |
dc.date.none.fl_str_mv |
2022-08-02 2022-08-02T00:00:00Z 2024-03-02T19:55:13Z 2024-01-29T09:16:38Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://hdl.handle.net/10451/63111 |
url |
http://hdl.handle.net/10451/63111 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
Maraver, M. J., Lapa, A., Garcia-Marques, L., Carneiro, P., & Raposo, A. (2022). Can we learn from errors? Retrieval facilitates the correction of false memories for pragmatic inferences. Plos one, 17(8), e0272427. https://doi.org/10.1371/journal.pone.0272427 1932-6203 cv-prod-3510829 10.1371/journal.pone.0272427 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Public Library of Science |
publisher.none.fl_str_mv |
Public Library of Science |
dc.source.none.fl_str_mv |
reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação instacron:RCAAP |
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Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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RCAAP |
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RCAAP |
reponame_str |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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1799137774176043008 |