Enhancing Memory Trough Error Correction

The Retrieval Practice effect states that taking tests during learning enhances later correct retrieval compared to re-studying. However, introducing tests carries the risk of reinforcing the committed errors. A growing body of evidence on Errorful Learning suggests that error commission during learning is beneficial-rather than detrimental-to memory, particularly when errors are noticed and corrected through feedback. The main goal of the present study is to analyze the specific conditions under which errors during learning are beneficial. Specifically, we study whether the semantic relationship of the material and the recovery of the original error modulate Errorful Learning (Experiments 1 and 2). Furthermore, in order to explore potential differences in activation after previously experiencing an error or a correct answer, a priming procedure was used. We explored the processing times of the feedback-words compared with correct and errorful responses (Experiment 3). Our results showed a greater error correction when the study material was semantically related. Moreover, it was not necessary to recover the original errors to retrieve the correct answer. Additionally, participants took longer to respond to items for which they had previous error-experience, and they showed longer processing times for feedback-words during the priming task compared to errors and correct answers. These results might be taken to indicate that more controlled and with a previous error-experience.