The benefits of impossible tests: Assessing the role of error-correction in the pretesting effect.

Seabrooke, Tina; Mitchell, Chris J; Wills, Andy J; Inkster, Angus B; Hollins, Timothy J

Seabrooke, Tina; Mitchell, Chris J; Wills, Andy J; Inkster, Angus B; Hollins, Timothy J.

Afiliación

Seabrooke T; Department of Psychology, University of Southampton, Hampshire, Southampton, SO17 1PS, UK. t.seabrooke@soton.ac.uk.
Mitchell CJ; Department of Psychology, University of Plymouth, Plymouth, UK.
Wills AJ; Department of Psychology, University of Plymouth, Plymouth, UK.
Inkster AB; Department of Psychology, University of Plymouth, Plymouth, UK.
Hollins TJ; Department of Psychology, University of Plymouth, Plymouth, UK.

Mem Cognit ; 50(2): 296-311, 2022 02.

Article en En | MEDLINE | ID: mdl-34363196

Asunto(s)

Recuerdo Mental; Metacognición; Humanos; Juicio; Aprendizaje; Reconocimiento en Psicología

Palabras clave

Errors; Generation; Learning; Memory; Tests

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Texto completo: 1 Colección: 01-internacional Banco de datos: MEDLINE Asunto principal: Recuerdo Mental / Metacognición Límite: Humans Idioma: En Revista: Mem Cognit Año: 2022 Tipo del documento: Article País de afiliación: Reino Unido

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