Hausman Memory and Metacognition take on WPA!

Recently, a few of our grad students and amazing undergraduates went to present posters at the Western Psychological Association’s 2024 conference!

The following poster was done by Jacqueline Gonzalez on the effects of immediate feedback regarding errorful learning.

This study investigates the complexities of learning from errors and considers influences of feedback timing. Previous research suggests that immediate feedback is essential for benefiting from errors. Is immediate feedback beneficial because it immediately alerts learners of their error, or because the immediate feedback is corrective? Participants learned weakly associated word pairs under errorless (e.g., swimfloat) and errorful (e.g., swim-???) conditions, with either immediate feedback, delayed feedback, or delayed feedback with immediate warnings. Within errorful trials, participants either 1) guessed the target then studied the immediately-provided correct answers, 2) guessed all targets before studying the delayed correct answers, or 3) received immediate warnings concerning the correctness of their guesses, later followed by delayed feedback. Delayed feedback, even when accompanied by immediate warnings, did not produce as much learning from errors as immediate feedback.

Does the optimal timing of feedback after an error change with retrieval success? In research conducted by our second-year Ph.D. student, Jexy An Nepangue, the answer was found to be yes. In her work which she presented earlier this year at the 2023 Western Psychological Association Conference, Nepangue showed that immediate feedback after errors was more beneficial than delayed feedback on follow up tests. For answers that were correct initially, though, delayed feedback was better for final test performance.

Be sure to check out the full poster at the link below!

Feedback and Error Correction: The Optimal Timing of Feedback Depends on Retrieval Success 

How do worked examples, or step-by-step answer guides, affect math learning and metacognition? Our own graduate student, Melanie Prieto, hypothesizes that worked examples can be made more effective by requiring students to explain steps of the problems as they learn, especially for novices. Presenting her work at this year’s 2023 Western Psychological Association Conference, Prieto hypothesizes that structured self-explanation will not only improve learning of new math concepts but also help students more accurately assess their understanding.

Be sure to check out the full poster at the link below!

Lessening the gap: Worked examples, self-explanation, and metacognition across levels of expertise in math learning