Depth of processing and interference effects in the learning and remembering of sentences.
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It is difficult to explain Kane and Anderson's (1978) findings by Grimaldi and Karpicke's account, because in their undetermined condition the targets were unrelated to the most obvious incorrect completions, so retrieval along with them is highly unlikely.
“Furthermore, it is difficult to explain Kane and Anderson's (1978) findings by Grimaldi and Karpicke's account, since in their undetermined condition the targets were unrelated to the most obvious, incorrect, completions so it is highly unlikely that they would have been retrieved along with them.”
From The benefit of generating errors during learning (2014) · cites this paper as Kane and Anderson's (1978)
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Experimental — accuracy not yet measuredKane and Anderson found that generating errors improved final test performance over reading even in an undetermined condition where participants almost always erred.
“Even in the undetermined condition, where participants nearly always produced an error, generating led to better final test performance than reading.”
From The benefit of generating errors during learning (2014) · cites this paper as Kane & Anderson, 1978
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- Authors
- Kane, J. H., & Anderson, R. C.
- Affiliations
- Queens College, CUNY (US)
- Venue
- Journal of Educational Psychology
- Published
- 1978-08
- Volume
- 70
- Issue
- 4
- Pages
- 626-635
- ISSN
- 0022-0663 (ISSN-L)
- 1939-2176
- OpenAlex
- W2065778132
- Cited by
- 115
- References
- 16
- Citations by year
- 2026: 1 · 2025: 2 · 2023: 1 · 2022: 4 · 2021: 2 · 2020: 1 · 2019: 1 · 2018: 3 · 2017: 2 · 2016: 3 · 2015: 1 · 2014: 3 · 2013: 2 · 2012: 3
- FWCI
- 6.98
- Type
- journal article
- Language
- en
- Open access
- green
- hdl.handle.net
- Locations
- Journal of Educational Psychology (publishedVersion)
- Illinois Digital Environment for Access to Learning and Scholarship (University of Illinois at Urbana-Champaign) (submittedVersion)
- Topics
- Life Sciences › Neuroscience › Cognitive Neuroscience › Memory Processes and Influences
- Social Sciences › Psychology › Developmental and Educational Psychology › Reading and Literacy Development
- Social Sciences › Psychology › Developmental and Educational Psychology › Second Language Acquisition and Learning
- Keywords
- levels of processing, proactive interference, sentence learning, sentence recall, recognition memory, sentence completion
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
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