Correcting a metacognitive error: Feedback increases retention of low-confidence correct responses
Correcting a metacognitive error: Feedback increases retention of low-confidence correct responses
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DOI：
10.1037/0278-7393.34.4.918
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发表时间：
2008-07-01
影响因子：
2.6
通讯作者：
Roediger, Henry L., III
中科院分区：
文献类型：
--
作者：
Butler, Andrew C.;Karpicke, Jeffrey D.;Roediger, Henry L., III
以往的研究调查后测试反馈一般概念化的反馈作为一种方法，纠正错误的反应，几乎没有考虑如何反馈可能会促进学习的正确反应。在这里，作者表明，当正确的反应是在低信心的情况下做出的，反馈有助于纠正这种最初的元认知错误，提高低信心正确反应的保留。在两个实验中，被试首先进行一般知识的多项选择测验，然后在每次回答后进行信心判断。一半的问题提供了反馈，并保留最后的线索回忆测试进行了评估。相对于不进行测试，进行初始测试可以提高保留率，并且反馈进一步提高了性能。与先前的研究一致，反馈通过允许受试者纠正最初错误的反应来改善记忆。更重要的是，相对于不提供反馈，反馈还使正确的低信心反应的保留率提高了一倍。反馈的功能是纠正记忆错误和元认知错误。
Previous studies investigating posttest feedback have generally conceptualized feedback as a method for correcting erroneous responses, giving virtually no consideration to how feedback might promote learning of correct responses. Here, the authors show that when correct responses are made with low confidence, feedback serves to correct this initial metacognitive error, enhancing retention of low-confidence correct responses. In 2 experiments, subjects took an initial multiple-choice test on general knowledge facts and made a confidence judgment after each response. Feedback was provided for half of the questions, and retention was assessed by a final cued-recall test. Taking the initial test improved retention relative to not testing, and feedback further enhanced performance. Consistent with prior research, feedback improved retention by allowing subjects to correct initially erroneous responses. Of more importance, feedback also doubled the retention of correct low-confidence responses, relative to providing no feedback. The function of feedback is to correct both memory errors and metacognitive errors.