The DOI matches its Crossref record; 31 of the 32 references it cites were found in a registry or an index.
When Does Feedback Facilitate Learning of Words?
Open accessAbstract
Some researchers have suggested that although feedback may enhance performance during associative learning, it does so at the expense of later retention. To examine this issue, subjects (N = 258) learned Luganda-English word pairs. After 2 initial exposures to the materials, subjects were tested on each item several times, with the presence and type of feedback varying between subjects. A final test followed after 1 week. Supplying the correct answer after an incorrect response not only improved performance during the initial learning session--it also increased final retention by 494%. On the other hand, feedback after correct responses made little difference either immediately or at a delay, regardless of whether the subject was confident in the response. Practical and theoretical implications are discussed.
Overview
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
The source backs part of the claim, not all of it — or backs it for a different population, condition or comparison.
In the citing paper
“review, as compared to testing with feedback, is a poor way to restudy information (Pashler, Cepeda, Wixted, & Rohrer, 2005).”
From Optimizing distributed practice (2009) · cites this paper as Pashler, Cepeda, Wixted, & Rohrer, 2005
Experimental — accuracy not yet measuredThe source backs part of the claim, not all of it — or backs it for a different population, condition or comparison.
In the citing paper
“Because these studies did not provide feedback, it is likely that no relearning occurred on the second and subsequent sessions for any item that elicited an error (see Pashler, Cepeda, Wixted, & Rohrer, 2005).”
From Distributed practice in verbal recall tasks: A review and quantitative synthesis. (2006) · cites this paper as Pashler, Cepeda, Wixted, & Rohrer, 2005
Experimental — accuracy not yet measuredThe source backs part of the claim, not all of it — or backs it for a different population, condition or comparison.
In the citing paper
“In the absence of feedback, forgetting an item usually causes the item to be unrecoverable; see Pashler et al., 2005”
From Distributed practice in verbal recall tasks: A review and quantitative synthesis. (2006) · cites this paper as Pashler et al., 2005
Experimental — accuracy not yet measuredThe cited source says what the claim attributes to it.
In the citing paper
“However, there is evidence that feedback may enhance the benefits of tests (Butler & Roediger, 2008;Pashler, Cepeda, Wixted & Rohrer, 2005).”
From The benefit of generating errors during learning (2014) · cites this paper as Pashler, Cepeda, Wixted & Rohrer, 2005
The check wasn’t confident either way, so it gives no verdict — never disputed.
In the citing paper
“Welborn (1933) used a 28-day test delay, but also omitted feedback from Session 2, implying that the second session probably provided no opportunity for learning those items not learned during Session 1”
From Optimizing distributed practice (2009) · cites this paper as Pashler, Cepeda, Wixted, & Rohrer, 2005
Experimental — accuracy not yet measured
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
The self-check needs the paper’s full text.
Citations
Cites
WIDROW, B., & HOFF, M. E. (1960) · doi:10.21236/ad0241531 · Cited by 4,009
Mullin, A., & Rosenblatt, F. F. (1963) · American Mathematical Monthly · doi:10.2307/2312103 · Cited by 2,211
Cognitive Tutors: Lessons Learned
Anderson, J. R., Corbett, A. T., Koedinger, K. R., & Pelletier, R. (1995) · Journal of the Learning Sciences · doi:10.1207/s15327809jls0402_2 · Cited by 1,982
(1994) · The MIT Press eBooks · doi:10.7551/mitpress/4561.001.0001 · Cited by 1,770
Schmidt, R. A., & Bjork, R. A. (1992) · Psychological Science · doi:10.1111/j.1467-9280.1992.tb00029.x · Cited by 1,582 · cited 5×
“…After Errors or Correct Responses The studies just described challenge the commonsense view that feedback is always helpful, but they do not provide strong support for the idea that withholding feedback is actually beneficial (e.g., Bjork, 1994; Rosenbaum et al., 2000; Schmidt & Bjork, 1992).”
BackgroundInfluentialMemory and Metamemory Considerations in the Training of Human Beings
Bjork, R. A. (1994) · Metacognition · doi:10.7551/mitpress/4561.003.0011 · Cited by 1,084
Standards for Internet-Based Experimenting
Reips, U. (2002) · Experimental Psychology (formerly Zeitschrift für Experimentelle Psychologie) · doi:10.1026/1618-3169.49.4.243 · Cited by 878
Neurocomputing: Foundations of Research
Anderson, J. A., & Rosenfeld, E. (1988) · Cited by 851
Proceedings of the 26th annual conference of the cognitive science society
Dieussaert, K., Ford, M., & Horsten, L. (2004) · Cited by 844
Feedback in Written Instruction
Kulhavy, R. W. (1977) · Review of Educational Research · doi:10.3102/00346543047002211 · Cited by 571
Research works printed but not linked: 3
- 10.2307/1170128 · DOI · Paper page
- Nelson, 1977, Reinforcement and human learning., 207
- 10.1026//1618-3169.49.4.243 · DOI
Cited by
Sorted by citations
Items 101–200 of 451
Mullaney, K. M., Carpenter, S. K., Grotenhuis, C., & Burianek, S. (2014) · Memory & Cognition · doi:10.3758/s13421-014-0441-y · Cited by 47
Divided attention: An undesirable difficulty in memory retention
Gaspelin, N., Ruthruff, E. D., & Pashler, H. (2013) · Memory & Cognition · doi:10.3758/s13421-013-0326-5 · Cited by 44
Self-citationTheory of reinforcement schedules
Killeen, P. R. (2023) · Journal of the Experimental Analysis of Behavior · doi:10.1002/jeab.880 · Cited by 56
Neural Correlates of People's Hypercorrection of Their False Beliefs
Metcalfe, J., Butterfield, B., Habeck, C. G., & Stern, Y. (2012) · Journal of Cognitive Neuroscience · doi:10.1162/jocn_a_00228 · Cited by 47
Feedback influences children's reasoning about math equivalence: A meta-analytic review
Fyfe, E. R., & Brown, S. A. (2017) · Thinking & Reasoning · doi:10.1080/13546783.2017.1359208 · Cited by 56
Retrieval Practice: Beneficial for All Students or Moderated by Individual Differences?
Bertilsson, F., Stenlund, T., Wiklund‐Hörnqvist, C., & Jonsson, B. (2020) · Psychology Learning & Teaching · doi:10.1177/1475725720973494 · Cited by 52
Immediate detailed feedback to test-enhanced learning: An effective online educational tool
Wojcikowski, K., & Kirk, L. (2013) · Medical Teacher · doi:10.3109/0142159x.2013.826793 · Cited by 41
Goossens, N. A. M. C., Camp, G., Verkoeijen, P. P. J. L., Tabbers, H. K., Bouwmeester, S., & Zwaan, R. A. (2016) · Applied Cognitive Psychology · doi:10.1002/acp.3245 · Cited by 40
Toward consilience in the use of task-level feedback to promote learning
Butler, A. C., & Woodward, N. R. (2018) · The Psychology of learning and motivation/The psychology of learning and motivation · doi:10.1016/bs.plm.2018.09.001 · Cited by 43
Lameris, A. L. L., Hoenderop, J. G. J., Bindels, R. J. M., & Eijsvogels, T. M. H. (2015) · BMC Medical Education · doi:10.1186/s12909-015-0351-0 · Cited by 38
Can corrective feedback improve recognition memory?
Kantner, J., & Lindsay, D. S. (2010) · Memory & Cognition · doi:10.3758/mc.38.4.389 · Cited by 55
Computer‐based learning: Interleaving whole and sectional representation of neuroanatomy
Pani, J. R., Chariker, J. H., & Naaz, F. (2012) · Anatomical Sciences Education · doi:10.1002/ase.1297 · Cited by 39
Feedback and stimulus-offset timing effects in perceptual category learning
Worthy, D. A., Markman, A. B., & Maddox, W. T. (2013) · Brain and Cognition · doi:10.1016/j.bandc.2012.11.006 · Cited by 39
The benefits of computer-generated feedback for mathematics problem solving.
Fyfe, E. R., & Rittle-Johnson, B. (2016) · Journal of Experimental Child Psychology · doi:10.1016/j.jecp.2016.03.009 · Cited by 36
Gordon, K. R. (2020) · Language Speech and Hearing Services in Schools · doi:10.1044/2020_lshss-19i-00001 · Cited by 45
Memorial consequences of testing school-aged children
Marsh, E. J., Fazio, L. K., & Goswick, A. E. (2012) · Memory · doi:10.1080/09658211.2012.708757 · Cited by 38
Mathematics practice without feedback: A desirable difficulty in a classroom setting
Fyfe, E. R., & Rittle-Johnson, B. (2017) · Instructional Science · doi:10.1007/s11251-016-9401-1 · Cited by 37
The role of prior knowledge in error correction for younger and older adults
Sitzman, D. M., Rhodes, M. G., Tauber, S. K., & Liceralde, V. R. T. (2015) · Aging Neuropsychology and Cognition · doi:10.1080/13825585.2014.993302 · Cited by 37
Does covert retrieval benefit learning of key-term definitions?
Tauber, S. K., Witherby, A. E., Dunlosky, J. T., Rawson, K. A., Putnam, A. L., & Roediger, H. L., III (2017) · Journal of Applied Research in Memory and Cognition · doi:10.1016/j.jarmac.2016.10.004 · Cited by 37
Han, S., & Dobbins, I. G. (2008) · Memory & Cognition · doi:10.3758/mc.36.4.703 · Cited by 37
A Systematic Review of the Testing Effect in Learning
Eisenkraemer, R. E., Jaeger, A., & Stein, L. M. (2013) · Paidéia (Ribeirão Preto) · doi:10.1590/1982-43272356201314 · Cited by 44
Metcalfe, J., & Miele, D. B. (2014) · Journal of Applied Research in Memory and Cognition · doi:10.1016/j.jarmac.2014.04.001 · Cited by 38
Kirchoff, B. K., Delaney, P. F., Horton, M., & Dellinger-Johnston, R. (2014) · CBE—Life Sciences Education · doi:10.1187/cbe.13-11-0224 · Cited by 40
Mogali, S. R., Rotgans, J. I., Rosby, L., Ferenczi, M. A., & Low‐Beer, N. (2019) · Anatomical Sciences Education · doi:10.1002/ase.1931 · Cited by 34
Koedinger, K. R., Pavlik, P., McLaren, B. M., & Aleven, V. A. W. M. M. (2008) · Cited by 34
Cognitive Load Theory, Element Interactivity, and the Testing and Reverse Testing Effects
Hanham, J., Leahy, W., & Sweller, J. (2017) · Applied Cognitive Psychology · doi:10.1002/acp.3324 · Cited by 36
Publication Manual of The American Psychological Association, Sixth Edition
โชควิวัฒน, น. (2017) · Cited by 34
Huff, M. J., Davis, S. D., & Meade, M. L. (2013) · Memory & Cognition · doi:10.3758/s13421-013-0299-4 · Cited by 34
Believing that Humans Swallow Spiders in Their Sleep
Marsh, E. J., Cantor, A. D., & Brashier, N. M. (2015) · The Psychology of learning and motivation/The psychology of learning and motivation · doi:10.1016/bs.plm.2015.09.003 · Cited by 36
Prequestions do not enhance the benefits of retrieval in a STEM classroom
Geller, J., Carpenter, S. K., Lamm, M. H., Rahman, S., Armstrong, P. I., & Coffman, C. R. (2017) · Cognitive Research: Principles and Implications · doi:10.1186/s41235-017-0078-z · Cited by 35
Sleep reduces the testing effect—But not after corrective feedback and prolonged retention interval.
Abel, M., Haller, V., Köck, H., Pötschke, S., Heib, D. P. J., Schabus, M., & Bäuml, K. T. (2018) · Journal of Experimental Psychology Learning Memory and Cognition · doi:10.1037/xlm0000576 · Cited by 34
Cogliano, M., Bernacki, M. L., & Kardash, C. M. (2020) · Journal of Educational Psychology · doi:10.1037/edu0000624 · Cited by 46
Strategies to Improve Learning and Retention During Training
Roediger, H. L., III, Nestojko, J. F., & Smith, N. S. (2019) · Oxford University Press eBooks · doi:10.1093/oso/9780190455132.003.0014 · Cited by 32
Trial-and-error learning improves source memory among young and older adults.
Cyr, A.-A., & Anderson, N. D. (2011) · Psychology and Aging · doi:10.1037/a0025115 · Cited by 33
Providing immediate feedback improves recycling and composting accuracy
Luo, Y., Zelenika, I., & Zhao, J. (2018) · Journal of Environmental Management · doi:10.1016/j.jenvman.2018.11.061 · Cited by 32
Feedback reduces the metacognitive benefit of tests.
Kornell, N., & Rhodes, M. G. (2013) · Journal of Experimental Psychology Applied · doi:10.1037/a0032147 · Cited by 37
Xie, T., Li, Y., & Tang, Y. (2023) · IEEE Transactions on Learning Technologies · doi:10.1109/tlt.2023.3263587 · Cited by 30
Retrieval practice and spacing effects in multi-session treatment of naming impairment in aphasia
Middleton, E. L., Rawson, K. A., & Verkuilen, J. (2019) · Cortex · doi:10.1016/j.cortex.2019.07.003 · Cited by 29
When does the test-study-test sequence optimize learning and retention?
McDaniel, M. A., Bugg, J. M., Liu, Y., & Brick, J. (2015) · Journal of Experimental Psychology Applied · doi:10.1037/xap0000063 · Cited by 29
The benefits of testing: Individual differences based on student factors
Robey, A. (2019) · Journal of Memory and Language · doi:10.1016/j.jml.2019.104029 · Cited by 33
Perceived language complexity in GitHub issue discussions and their effect on issue resolution
Kavaler, D., Sirovica, S., Hellendoorn, V. J., Aranovich, R., & Filkov, V. (2017) · IEEE/ACM International Conference on Automated Software Engineering (ASE) · doi:10.1109/ase.2017.8115620 · Cited by 30
Review of Feedback in Digital Applications – Does the Feedback They Provide Support Learning?
Tärning, B. (2018) · Journal of Information Technology Education Research · doi:10.28945/4104 · Cited by 29
Testing and feedback effects on front-end control over later retrieval.
Thomas, R. C., & McDaniel, M. A. (2012) · Journal of Experimental Psychology Learning Memory and Cognition · doi:10.1037/a0028886 · Cited by 28
Zheng, G., Fancsali, S. E., RITTER, S., & Berman, S. (2019) · Journal of Learning Analytics · doi:10.18608/jla.2019.62.11 · Cited by 29
Abel, M., & Bäuml, K. T. (2020) · Cognition · doi:10.1016/j.cognition.2020.104316 · Cited by 38
Using feedback to improve monitoring judgment accuracy in kindergarten children
van Loon, M. H., & Roebers, C. M. (2020) · Early Childhood Research Quarterly · doi:10.1016/j.ecresq.2020.05.007 · Cited by 28
Rodrigues, L., Pereira, F. D., Toda, A. M., Palomino, P. T., Oliveira, W., Pessoa, M., de Carvalho, L. S. G., de Oliveira, D. B. F., Oliveira, E., Cristea, A. I., et al. (2022) · ACM Transactions on Computing Education · doi:10.1145/3485732 · Cited by 30
The effect of feedback on children’s metacognitive judgments: a heuristic account
Geurten, M., & Meulemans, T. (2016) · Journal of Cognitive Psychology · doi:10.1080/20445911.2016.1229669 · Cited by 28
The effect of question placement on learning from textbook chapters.
Üner, Ö., & Roediger, H. L., III (2017) · Journal of Applied Research in Memory and Cognition · doi:10.1016/j.jarmac.2017.09.002 · Cited by 33
The testing effect in a social setting: Does retrieval practice benefit a listener?
Abel, M., & Roediger, H. L., III (2017) · Journal of Experimental Psychology Applied · doi:10.1037/xap0000148 · Cited by 26
Lucariello, J. M., Nastasi, B. K., Anderman, E. M., Dwyer, C. A., Ormiston, H. E., & Skiba, R. J. (2016) · Mind Brain and Education · doi:10.1111/mbe.12099 · Cited by 28
Testing together: When do students learn more through collaborative tests?
LoGiudice, A. B., Pachai, A. A., & Kim, J. A. (2015) · Scholarship of Teaching and Learning in Psychology · doi:10.1037/stl0000041 · Cited by 28
Polack, C. W., & Miller, R. R. (2022) · Journal of Experimental Psychology Animal Learning and Cognition · doi:10.1037/xan0000323 · Cited by 36
Carpenter, S. K., & Vul, E. (2011) · Memory & Cognition · doi:10.3758/s13421-011-0092-1 · Cited by 26
Grading Scheme, Test Difficulty, and the Immediate Feedback Assessment Technique
DiBattista, D., Gosse, L., Sinnige-Egger, J.-A., Candale, B., & Sargeson, K. (2009) · The Journal of Experimental Education · doi:10.3200/jexe.77.4.311-338 · Cited by 23
Correcting false memories: Errors must be noticed and replaced
Mullet, H. G., & Marsh, E. J. (2015) · Memory & Cognition · doi:10.3758/s13421-015-0571-x · Cited by 27
Zipp, S. A., & Craig, S. D. (2019) · Educational Technology Research and Development · doi:10.1007/s11423-019-09647-6 · Cited by 22
Nunn, K., Rohter, S. V., & Middleton, E. L. (2023) · Journal of Speech Language and Hearing Research · doi:10.1044/2022_jslhr-22-00251 · Cited by 25
Does test-enhanced learning transfer for triple associates?
Pan, S. C., Wong, C. M., Potter, Z. E., Mejia, J., & Rickard, T. C. (2015) · Memory & Cognition · doi:10.3758/s13421-015-0547-x · Cited by 22
Adaptive formative feedback to improve strategic search decisions in task‐oriented reading
Llorens, A. C., Cerdán, R., & Vidal‐Abarca, E. (2014) · Journal of Computer Assisted Learning · doi:10.1111/jcal.12050 · Cited by 22
Janes, J. L., Dunlosky, J. T., & Rawson, K. A. (2018) · Journal of Applied Research in Memory and Cognition · doi:10.1016/j.jarmac.2017.11.003 · Cited by 23
The hypercorrection effect in younger and older adults
Eich, T. S., Stern, Y., & Metcalfe, J. (2012) · Aging Neuropsychology and Cognition · doi:10.1080/13825585.2012.754399 · Cited by 22
What the Science of Learning Teaches Us About Arithmetic Fluency
McNeil, N. M., Jordan, N. C., Viegut, A. A., & Ansari, D. (2025) · Psychological Science in the Public Interest · doi:10.1177/15291006241287726 · Cited by 36
Biased feedback in spatial recall yields a violation of delta rule learning
Lipinski, J., Spencer, J. P., & Samuelson, L. K. (2010) · Psychonomic Bulletin & Review · doi:10.3758/pbr.17.4.581 · Cited by 21
Informing Pedagogy Through the Brain-Targeted Teaching Model
Hardiman, M. M. (2012) · Journal of Microbiology and Biology Education · doi:10.1128/jmbe.v13i1.354 · Cited by 21
Does testing with feedback improve adult spelling skills relative to copying and reading?
Pan, S. C., Rubin, B. R., & Rickard, T. C. (2015) · Journal of Experimental Psychology Applied · doi:10.1037/xap0000062 · Cited by 23
Does naming accuracy improve through self-monitoring of errors?
Schwartz, M. F., Middleton, E. L., Brecher, A. R., Gagliardi, M., & Garvey, K. (2016) · Neuropsychologia · doi:10.1016/j.neuropsychologia.2016.01.027 · Cited by 21
Learning from errors versus explicit instruction in preparation for a test that counts
Metcalfe, J., Xu, J., Vuorre, M., Siegler, R. S., Wiliam, D., & Bjork, R. A. (2024) · British Journal of Educational Psychology · doi:10.1111/bjep.12651 · Cited by 31
Optimizing practice scheduling requires quantitative tracking of individual item performance
Eglington, L. G., & Pavlik, P. I. (2020) · npj Science of Learning · doi:10.1038/s41539-020-00074-4 · Cited by 24
Accuracy and Speed Feedback: Global and Local Effects on Strategy Use
Touron, D. R., & Hertzog, C. K. (2014) · Experimental Aging Research · doi:10.1080/0361073x.2014.897150 · Cited by 20
Soderstrom, N. C., & Bjork, R. A. (2013) · Oxford University Press eBooks · doi:10.1093/obo/9780199828340-0081 · Cited by 22
How do college students use digital flashcards during self-regulated learning?
Zung, I., Imundo, M. N., & Pan, S. C. (2022) · Memory · doi:10.1080/09658211.2022.2058553 · Cited by 31
Reversing the testing effect by feedback: Behavioral and electrophysiological evidence
Pastötter, B., & Bäuml, K. T. (2016) · Cognitive Affective & Behavioral Neuroscience · doi:10.3758/s13415-016-0407-6 · Cited by 21
Accuracy feedback improves word learning from context: evidence from a meaning-generation task
Frishkoff, G. A., Collins‐Thompson, K., Hodges, L. E., & Crossley, S. A. (2016) · Reading and Writing · doi:10.1007/s11145-015-9615-7 · Cited by 19
A Framework of Episodic Updating
Finn, B. (2017) · The Psychology of learning and motivation/The psychology of learning and motivation · doi:10.1016/bs.plm.2017.03.006 · Cited by 18
Fyfe, E. R., & Brown, S. A. (2020) · Instructional Science · doi:10.1007/s11251-019-09501-5 · Cited by 27
Kubik, V., Gaschler, R., & Hausman, H. (2021) · Psychology Learning & Teaching · doi:10.1177/1475725720976462 · Cited by 24
Harnessing the power of fantastic attempts: Kindergarten teacher perspectives on student mistakes
Donaldson, M. (2019) · The Journal of Educational Research · doi:10.1080/00220671.2019.1598329 · Cited by 22
Learning new word meanings from story reading: the benefit of immediate testing
Hulme, R. C., & Rodd, J. M. (2021) · PeerJ · doi:10.7717/peerj.11693 · Cited by 19
Mishall, P. L., Meguid, E. M. A., Khalil, M. K., & Lee, L. M. J. (2022) · Medical Science Educator · doi:10.1007/s40670-021-01435-3 · Cited by 19
Collaborative Testing in Medical Education: Student Perceptions and Long-Term Knowledge Retention
Eastwood, J. L., Kleinberg, K. A., & Rodenbaugh, D. W. (2020) · Medical Science Educator · doi:10.1007/s40670-020-00944-x · Cited by 17
Feedback in technology‐based instruction: Learner preferences
Lefevre, D., & Cox, B. M. (2014) · British Journal of Educational Technology · doi:10.1111/bjet.12227 · Cited by 19
Hopper, W. J., & Huber, D. E. (2018) · Journal of Memory and Language · doi:10.1016/j.jml.2018.04.005 · Cited by 22
Reversing the testing effect by feedback is a matter of performance criterion at practice
Racsmány, M., Szöllősi, Á., & Marián, M. (2020) · Memory & Cognition · doi:10.3758/s13421-020-01041-5 · Cited by 18
Rogalski, Y., Edmonds, L. A., Daly, V. R., & Gardner, M. J. (2013) · Aphasiology · doi:10.1080/02687038.2013.810327 · Cited by 17
Can false memories be corrected by feedback in the DRM paradigm?
McConnell, M. D., & Hunt, R. R. (2007) · Memory & Cognition · doi:10.3758/bf03193472 · Cited by 17
Learning from errors: Exploration of the monitoring learning effect
Middleton, E. L., Schwartz, M. F., Dell, G. S., & Brecher, A. R. (2022) · Cognition · doi:10.1016/j.cognition.2022.105057 · Cited by 18
Davenport, L., & Johnston, S. S. (2014) · Topics in Early Childhood Special Education · doi:10.1177/0271121413518824 · Cited by 16
The influence of feedback on predictions of future memory performance
Sitzman, D. M., Rhodes, M. G., & Kornell, N. (2016) · Memory & Cognition · doi:10.3758/s13421-016-0623-x · Cited by 16
Adaptive Practice Quizzing in a University Lecture: A Pre-Registered Field Experiment
Heitmann, S., Obergassel, N., Fries, S., Grund, A., Berthold, K., & Roelle, J. (2021) · Journal of Applied Research in Memory and Cognition · doi:10.1016/j.jarmac.2021.07.008 · Cited by 16
Understanding and applying the dynamics of test practice and study practice
Pavlik, P. I. (2007) · Instructional Science · doi:10.1007/s11251-006-9013-2 · Cited by 16
Does delayed corrective feedback enhance acquisition of correct information?
Iwaki, N., Nara, T., & Tanaka, S. (2017) · Acta Psychologica · doi:10.1016/j.actpsy.2017.10.005 · Cited by 15
Shapiro, A. M., & Gordon, L. T. (2013) · Journal of Teaching and Learning with Technology · Cited by 15
Greving, S., Lenhard, W., & Richter, T. (2022) · Teaching of Psychology · doi:10.1177/00986283211061204 · Cited by 20
Wang, L., & Yang, J. (2023) · NeuroImage · doi:10.1016/j.neuroimage.2023.120001 · Cited by 14
Errors and Feedback in the Beginner Auslan Classroom
Willoughby, L., Linder, S., Ellis, K., & Fisher, J. (2015) · Sign language studies · doi:10.1353/sls.2015.0009 · Cited by 14
Retrieval Practice Promotes Pictorial Learning in Children Aged Six to Seven Years
Ma, X., Li, T., Duzi, K., Li, Z. Y., Ma, X., Li, Y., & Zhou, A. (2019) · Psychological Reports · doi:10.1177/0033294119856553 · Cited by 16
A Classroom Study on the Role of Prior Knowledge and Retrieval Tool in the Testing Effect
Francis, A. P., Wieth, M. B., Zabel, K. L., & Carr, T. H. (2020) · Psychology Learning & Teaching · doi:10.1177/1475725720924872 · Cited by 17
Beyond hypercorrection: remembering corrective feedback for low-confidence errors
Griffiths, L. R., & Higham, P. A. (2017) · Memory · doi:10.1080/09658211.2017.1344249 · Cited by 14
Increased Anxiety is Associated with Better Learning from Negative Feedback
Jones, D. L., Nelson, J. D., & Opitz, B. (2020) · Psychology Learning & Teaching · doi:10.1177/1475725720965761 · Cited by 16
Metadata
- Authors
- Pashler, H., Cepeda, N. J., Wixted, J. T., & Rohrer, D.
- Affiliations
- University of California San Diego (US)
- University of South Florida (US)
- Venue
- Journal of Experimental Psychology: Learning, Memory, and Cognition
- Published
- 2005
- Volume
- 31
- Issue
- 1
- Pages
- 3-8
- ISSN
- 0278-7393 (ISSN-L)
- 1939-1285
- OpenAlex
- W2137377708
- Cited by
- 445
- References
- 32
- Citations by year
- 2026: 8 · 2025: 22 · 2024: 31 · 2023: 19 · 2022: 26 · 2021: 38 · 2020: 36 · 2019: 22 · 2018: 19 · 2017: 25 · 2016: 21 · 2015: 19 · 2014: 27 · 2013: 23 · 2012: 22
- FWCI
- 5.79
- Type
- journal article
- Language
- en
- Open access
- green
- escholarship.org
- Locations
- Journal of Experimental Psychology Learning Memory and Cognition (publishedVersion)
- PubMed (publishedVersion)
- eScholarship (California Digital Library) (submittedVersion)
- Digital Commons - University of South Florida (University of South Florida) (submittedVersion)
- Funders
- National Institutes of Health (5r01mh061549-03)
- National Institute of Mental Health (R01-MH61549, R01 MH45584, R01MH045584)
- Topics
- Life Sciences › Neuroscience › Cognitive Neuroscience › Memory Processes and Influences
- Social Sciences › Psychology › Developmental and Educational Psychology › Second Language Acquisition and Learning
- Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
- Keywords
- feedback, word learning, associative learning, retention, delayed retention, response confidence, error feedback, second language vocabulary acquisition
- MeSH terms
- Feedback, Humans, Learning, Reinforcement, Psychology, Vocabulary
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 ›
Are you an author, or do you see a problem with this page? Request a review
