Guessing can benefit memory for related word pairs even when feedback is delayed

StatusVoR
Simple item page
cris.lastimport.scopus2025-08-31T03:15:22Z
dc.abstract.enTrying to guess what the correct answer to a question might be can facilitate future learning of this answer when presented in the form of corrective feedback. One issue that determines the effectiveness of guessing as a learning strategy is the timing of the presentation of feedback: it can be presented either immediately after the guess, or after a delay. Whereas the timing of feedback is of little importance for complex materials such as trivia questions, previous research suggests that for simpler materials such as related word pairs guessing seems to benefit learning only when feedback is immediate. In order to test whether this always has to be the case, we conducted two experiments in which we increased the richness of study materials by superimposing the to-be-learned word pairs over unrelated context pictures. We then manipulated the match between contexts at study and at test (Experiment 1) and at the time of feedback delivery (Experiment 2). Contrary to previous studies showing no benefits of guessing with delayed feedback, our results show that learning related word pairs can benefit from guessing even when feedback is delayed. These benefits of guessing occur if participants are reminded via reinstated contexts of the guessing stage at the time of feedback delivery. Our results help constrain theories of guessing benefits and extend theories of reminding.
dc.affiliationWydział Psychologii
dc.contributor.authorZawadzka, Katarzyna
dc.contributor.authorZaborowska, Oliwia
dc.contributor.authorButowska, Ewa
dc.contributor.authorPiÄ…tkowski, Krzysztof
dc.contributor.authorHanczakowski, Maciej
dc.date.access2023-01-12
dc.date.accessioned2024-01-04T07:04:32Z
dc.date.available2024-01-04T07:04:32Z
dc.date.created2022-12-13
dc.date.issued2023-01-12
dc.description.abstract<jats:title>Abstract</jats:title><jats:p>Trying to guess what the correct answer to a question might be can facilitate future learning of this answer when presented in the form of corrective feedback. One issue that determines the effectiveness of guessing as a learning strategy is the timing of the presentation of feedback: it can be presented either immediately after the guess, or after a delay. Whereas the timing of feedback is of little importance for complex materials such as trivia questions, previous research suggests that for simpler materials such as related word pairs guessing seems to benefit learning only when feedback is immediate. In order to test whether this always has to be the case, we conducted two experiments in which we increased the richness of study materials by superimposing the to-be-learned word pairs over unrelated context pictures. We then manipulated the match between contexts at study and at test (Experiment 1) and at the time of feedback delivery (Experiment 2). Contrary to previous studies showing no benefits of guessing with delayed feedback, our results show that learning related word pairs can benefit from guessing even when feedback is delayed. These benefits of guessing occur if participants are reminded via reinstated contexts of the guessing stage at the time of feedback delivery. Our results help constrain theories of guessing benefits and extend theories of reminding.</jats:p>
dc.description.accesstimeat_publication
dc.description.grantnumberPPN/PPO/2018/1/00103
dc.description.grantnumber2018/29/B/HS6/01313
dc.description.granttitlePamięć celów: zachowanie zorientowane na cel w obliczu dystrakcji
dc.description.granttitleKomu zaufać? Poznawcze determinanty uczenia się od innych osób
dc.description.issue5
dc.description.physical1235–1248
dc.description.versionfinal_published
dc.description.volume51
dc.identifier.doi10.3758/s13421-022-01385-0
dc.identifier.eissn1532-5946
dc.identifier.issn0090-502X
dc.identifier.urihttps://share.swps.edu.pl/handle/swps/287
dc.identifier.weblinkhttps://link.springer.com/article/10.3758/s13421-022-01385-0
dc.languageen
dc.pbn.affiliationpsychologia
dc.rightsCC-BY
dc.rights.questionYes_rights
dc.share.articleOTHER
dc.subject.enTesting
dc.subject.enFeedback
dc.subject.enRetrieval
dc.subject.enJudgments of learning
dc.swps.sciencecloudnosend
dc.titleGuessing can benefit memory for related word pairs even when feedback is delayed
dc.title.journalMemory and Cognition
dc.typeJournalArticle
dspace.entity.typeArticle