Learning from failure: Errorful generation improves memory for items, not associations

Publication date: February 2019Source: Journal of Memory and Language, Volume 104Author(s): Tina Seabrooke, Timothy J. Hollins, Christopher Kent, Andy J. Wills, Chris J. MitchellAbstractPotts and Shanks (2014) recently reported that making mistakes improved the encoding of novel information compared with simply studying. This benefit of generating errors is counterintuitive, since it resulted in less study time and more opportunity for proactive interference. Five experiments examined the effect of generating errors versus studying on item recognition, cued recall, associative recognition, two-alternative forced choice and multiple-choice performance. Following Potts and Shanks (2014), participants first attempted to learn the English definitions of either very rare English words or Euskar...

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