Hypercorrection of high-confidence errors in the classroom

Carpenter, Shana K.; Haynes, Cynthia L.; Corral, Daniel; Yeung, Kam Leung

doi:10.1080/09658211.2018.1477164

Cited by 13 publications

(27 citation statements)

References 20 publications

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“…Although the current design does not permit any direct measures of how the processing may have differed for the two types of cues (i.e., the feedback presentation time was always fixed), exploring self-paced feedback is an interesting idea for future research that may reveal insights into processing- or strategy-related shifts in learning from the two types of cues following an initial test. Given that JOLs were generally higher for picture cues compared with English translation cues, it is possible that the superior downstream memory performance for picture cues—driven by a greater proportion of initial errors being corrected—is due to mechanisms similar to those underlying the hypercorrection effect (Butterfield & Metcalfe, 2001; Carpenter, Haynes, Corral, & Yeung, 2018).…”

Section: Discussionmentioning

confidence: 99%

Is a picture really worth a thousand words? Evaluating contributions of fluency and analytic processing in metacognitive judgements for pictures in foreign language vocabulary learning

Carpenter

Geller

2019

Quarterly Journal of Experimental Psychology

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Previous research shows that participants are overconfident in their ability to learn foreign language vocabulary from pictures compared with English translations. The current study explored whether this tendency is due to processing fluency or beliefs about learning. Using self-paced study of Swahili words paired with either picture cues or English translation cues, picture cues garnered higher confidence judgements but not faster study times, and this was true whether judgements of learning were made after a delay (Experiment 1) or immediately (Experiment 2). In Experiment 3, when participants learned Swahili words with only one type of cue (pictures or English translations) and then estimated which one would be more effective for learning, the majority of participants believed pictures would be more effective regardless of whether they had experienced those cues during learning. Experiment 4 showed the same results when participants had experienced neither type of cue during a learning phase. These results suggest that metacognitive judgements in foreign language vocabulary learning are driven more by students’ beliefs about learning than by processing fluency as reflected in self-paced study times.

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Section: Discussionmentioning

confidence: 99%

Is a picture really worth a thousand words? Evaluating contributions of fluency and analytic processing in metacognitive judgements for pictures in foreign language vocabulary learning

Carpenter

Geller

2019

Quarterly Journal of Experimental Psychology

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“…Such a pattern would be consistent with the idea that a student who has acquired high knowledge on any topic is more likely to learn information in general, perhaps due to the tendency to use more effective learning strategies. Finally, it is quite possible that there is no reliable relationship between prior knowledge and new learning and that the positive correlations observed in previous studies were driven by the fact that high-knowledge learners knew the to-be-learned information all along (e.g., Alexander et al, 1994a, 1994b; Boscolo & Mason, 2003; McNamara et al, 1996) or had fewer items to learn than did the low-knowledge learners (Carpenter et al, 2018).…”

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confidence: 88%

The rich-get-richer effect: Prior knowledge predicts new learning of domain-relevant information.

Witherby¹,

Carpenter

2022

Journal of Experimental Psychology: Learning, Memory, and Cogni

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When learning new information, students’ prior knowledge related to that information will often vary. Prior research has not systematically explored how prior knowledge relates to learning of new, previously unknown information. Accordingly, the goal of the present research was to explore this relationship. In three experiments, students first completed a prior knowledge test over two domains (football and cooking) and then learned new information from these domains by answering questions and receiving feedback. Students also made a judgment of learning for each. To ensure that the learning was new (i.e., previously unknown) for all students, the to-be-learned information was false. Last, students completed a final test over the same questions from the learning phase. Prior knowledge in each domain was positively related to new learning for items from that domain but not from the other domain. Thus, the relationship between prior knowledge and new learning was domain specific, which we refer to as the rich-get-richer effect. Prior knowledge was also positively related to the magnitude of judgments of learning. In Experiment 3, to explore a potential reason why prior knowledge is related to new learning, students rated their curiosity in learning each item prior to receiving feedback. Critically, students’ curiosity judgments mediated the relationship between prior knowledge and new learning. These outcomes suggest that for high-knowledge learners, curiosity may be related to attention-based mechanisms that increase the effectiveness of encoding during feedback.

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“…The effect has been repeatedly demonstrated in laboratory settings, usually involving college students being tested on general-knowledge questions, but has also been found in young children (Metcalfe & Finn, 2012). The hypercorrection effect has been reported in studies using educationally relevant material in science (van Loon et al, 2015) and in an authentic classroom context with college students studying horticulture (Carpenter et al, 2018). However, we are not aware of any studies examining the hypercorrection effect in mathematics, or in authentic school settings as part of educationally relevant assessment, and exploring this, with a large dataset, is one of the main aims of this study.…”

Section: The Hypercorrection Effectmentioning

confidence: 90%

School students’ confidence when answering diagnostic questions online

Foster

Woodhead²,

Barton

et al. 2021

Educ Stud Math

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In this paper, we analyse a large, opportunistic dataset of responses (N = 219,826) to online, diagnostic multiple-choice mathematics questions, provided by 6–16-year-old UK school mathematics students (N = 7302). For each response, students were invited to indicate on a 5-point Likert-type scale how confident they were that their response was correct. Using demographic data available from the online platform, we examine the relationships between confidence and facility (the proportion of questions correct), as well as gender, age and socioeconomic disadvantage. We found a positive correlation between student confidence and mean facility, higher confidence for boys than for girls and lower confidence for students classified as socioeconomically disadvantaged, even after accounting for facility. We found that confidence was lower for older students, and this was particularly marked across the primary to secondary school transition. An important feature of the online platform used is that, when students answer a question incorrectly, they are presented with an analogous question about 3 weeks later. We exploited this feature to obtain the first evidence in an authentic school mathematics context for the hypercorrection effect (Butterfield & Metcalfe J EXP PSYCHOL 27:1491–1494, 2001), which is the observation that errors made with higher confidence are more likely to be corrected. These findings have implications for classroom practices that have the potential to support more effective and efficient learning of mathematics.

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Hypercorrection of high-confidence errors in the classroom

Cited by 13 publications

References 20 publications

Is a picture really worth a thousand words? Evaluating contributions of fluency and analytic processing in metacognitive judgements for pictures in foreign language vocabulary learning

Is a picture really worth a thousand words? Evaluating contributions of fluency and analytic processing in metacognitive judgements for pictures in foreign language vocabulary learning

The rich-get-richer effect: Prior knowledge predicts new learning of domain-relevant information.

School students’ confidence when answering diagnostic questions online

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