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Memory Volume 28, 2020 - Issue 9
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Articles

Learning from errors: students’ and instructors’ practices, attitudes, and beliefs

Steven C. Pana Department of Psychology, University of California, Los Angeles, CA, USACorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0001-9080-5651View further author information
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Faria Sanab Centre for Social Sciences, Athabasca University, Athabasca, AB, Canada;c Department of Psychology, Neuroscience, & Behaviour, McMaster University, Hamilton, ON, CanadaORCID Iconhttps://orcid.org/0000-0002-2202-7592View further author information
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Joshua Samanid Department of Physics and Astronomy, University of California, Los Angeles, CA, USAORCID Iconhttps://orcid.org/0000-0001-8774-6646View further author information
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James Cookee Division of Biological Sciences, University of California, San Diego, CA, USAView further author information
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Joseph A. Kimc Department of Psychology, Neuroscience, & Behaviour, McMaster University, Hamilton, ON, CanadaORCID Iconhttps://orcid.org/0000-0001-5671-8693View further author information
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Pages 1105-1122 | Received 03 Jul 2020, Accepted 22 Aug 2020, Published online: 14 Sep 2020

Citations (16)

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Kimberly T. Nesbitt, Elias Blinkoff, Roberta Michnick Golinkoff & Kathy Hirsh-Pasek. (2023) Making schools work: An equation for active playful learning. Theory Into Practice 62:2, pages 141-154.
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Inez Zung, Megan N. Imundo & Steven C. Pan. (2022) How do college students use digital flashcards during self-regulated learning?. Memory 30:8, pages 923-941.
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Heather J. Hoffman & Angelo F. Elmi. (2021) Do Students Learn More from Erroneous Code? Exploring Student Performance and Satisfaction in an Error-Free Versus an Error-full SAS® Programming Environment. Journal of Statistics and Data Science Education 29:3, pages 228-240.
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Articles from other publishers (13)

Annalisa Soncini, Maria Cristina Matteucci & Fabrizio Butera. (2023) Errors: Springboard for learning or tool for evaluation? Ambivalence in teachers’ error-related beliefs and practices. Social Psychology of Education.
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Eduardo González‐Cabañes, Trinidad Garcia, Catherine Chase & Jose Carlos Núñez. (2023) PROTOCOL: Problem solving before instruction (PS‐I) to promote learning and motivation in child and adult students. Campbell Systematic Reviews 19:3.
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Steven C. Pan & Michelle L. Rivers. (2023) Metacognitive awareness of the pretesting effect improves with self-regulation support. Memory & Cognition 51:6, pages 1461-1480.
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Elias Blinkoff, Kimberly T. Nesbitt, Roberta Michnick Golinkoff & Kathy Hirsh-Pasek. (2023) Investigating the contributions of active, playful learning to student interest and educational outcomes. Acta Psychologica 238, pages 103983.
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Glenda SwanGlenda Swan. 2023. ReEnvisioning the Material Past. ReEnvisioning the Material Past 23 33 .
Anna Castaldo, Monica Ferrentino, Elisa Ferrario, Marzia Papini & Maura Lusignani. (2022) Factors contributing to medication errors: A descriptive qualitative study of Italian nursing students. Nurse Education Today 118, pages 105511.
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Shana K. Carpenter, Steven C. Pan & Andrew C. Butler. (2022) The science of effective learning with spacing and retrieval practice. Nature Reviews Psychology 1:9, pages 496-511.
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Annalisa Soncini, Emilio Paolo Visintin, Maria Cristina Matteucci, Carlo Tomasetto & Fabrizio Butera. (2022) Positive error climate promotes learning outcomes through students’ adaptive reactions towards errors. Learning and Instruction 80, pages 101627.
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Patricia Köpfer. (2022) Teachers’ perspectives on dealing with students’ errors. Frontiers in Education 7.
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Yeray Mera, Gabriel Rodríguez & Eugenia Marin-Garcia. (2021) Unraveling the benefits of experiencing errors during learning: Definition, modulating factors, and explanatory theories. Psychonomic Bulletin & Review 29:3, pages 753-765.
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Timothy Bariu, Xiong Chun & Azzeddine Boudouaia. (2022) Influence of Teachers’ Competencies on ICT Implementation in Kenyan Universities. Education Research International 2022, pages 1-11.
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Tina Seabrooke, Chris J. Mitchell, Andy J. Wills, Angus B. Inkster & Timothy J. Hollins. (2021) The benefits of impossible tests: Assessing the role of error-correction in the pretesting effect. Memory & Cognition 50:2, pages 296-311.
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Steven C. Pan, Alexandra G. Schmitt, Elizabeth Ligon Bjork & Faria Sana. (2020) Pretesting reduces mind wandering and enhances learning during online lectures.. Journal of Applied Research in Memory and Cognition 9:4, pages 542-554.
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