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Erring on the side of caution: Two failures to replicate the derring effect.

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Deliberately making errors during study, known as the derring effect, did not improve memory recall in two independent replication attempts. Error-correction learning was not superior to simple copying for enhancing memory retention.

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Area of Science:

  • Cognitive Psychology
  • Educational Psychology
  • Learning Sciences

Background:

  • The derring effect suggests deliberate error creation enhances learning.
  • Prior research indicated derring effect outperforms other study methods.
  • The effect's replicability and generalizability were previously untested.

Purpose of the Study:

  • To independently replicate the derring effect.
  • To investigate if deliberate error generation improves memory recall compared to copying.
  • To test the derring effect in diverse study populations and settings.

Main Methods:

  • Two preregistered replication studies were conducted.
  • Experiment 1 used a within-subjects laboratory design with term-definition concepts.
  • Experiment 2 employed an online study with trivia facts, comparing error-correction to copying conditions.

Main Results:

  • No significant difference in cued-recall performance was found between error-correction and copy conditions.
  • Bayes factors provided moderate support for the null hypothesis in both experiments.
  • The derring effect was not replicated in these independent attempts.

Conclusions:

  • The findings challenge the robustness of the derring effect.
  • Deliberate error generation may not be a superior learning strategy.
  • Further research is needed to understand the role of errors in learning.