References: Error Analysis

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References

Butler, A. C., Karpicke, J. D., & Roediger, H. L. III. (2008). Correcting a metacognitive error: Feedback increases retention of low-confidence correct responses. Journal of Experimental Psychology: Learning, Memory, and Cognition, 34(4), 918-928.

Cyr, A. A. & Anderson, N. D. (2013). Updating misconceptions: effects of age and confidence. Psychonomic Bulletin & Review, 20(3), 574-80.

Deslauriers, L., McCarty, L. S., Miller, K., Callaghan, K., & Kestin, G. (2019). Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom. Proceedings of the National Academy of Sciences, 116(39), 19251-19257.

Eich, T.S., Stern, Y., & Metcalfe, J. (2013). The hypercorrection effect in younger and older adults. Aging, Neuropsychology, and Cognition, 20(5), 511-21.

Fazio, L. K. & Marsh, E.J. (2009). Surprising feedback improves later memory. Psychonomic Bulletin and Review, 16(1), 88-92.

Finn, B. & Metcalfe, J. (2010). Scaffolding feedback to maximize long-term error correction. Memory and Cognition, 38, 951-961.

Gardner, D. & Wood, R. (2009). Errors, feedback, learning and performance.The Australian and New Zealand Journal of Organisational Psychology, 2, 30-43.

Metcalfe, J. (2017). Learning from errors. Annual Review of Psychology, 68, 465-489.

Tulis, M., Steuer, G., & Dresel, M. (2016). Learning from errors: A model of individual processes. Frontline Learning Research, 4(2), 12- 26.

Zhao, B. (2011). Learning from errors: the role of context, emotion, and personality. Journal of Organizational Behavior, 32, 435-63.