错误的是谨慎的一面:两次未能复制Derring效应
Yeray Mera1, Ariana Modirrousta-Galian2, Gemma Thomas2
1Department of Basic Psychological Processes and their Development, Faculty of Psychology, University of the Basque Country (UPV/EHU).
Journal of experimental psychology. General
|January 13, 2025
概括
在研究过程中故意犯错误,称为德林效应,在两个独立的复制尝试中没有改善记忆回忆. 错误纠正学习并不优于简单的复制来增强记忆保留.
科学领域:
- 认知心理学 认知心理学
- 教育心理学教育心理学
- 学习科学 学习科学
背景情况:
- 德林效应表明,故意的错误创造可以增强学习.
- 之前的研究表明,Dering效应优于其他研究方法.
- 该效应的可复制性和通用性以前未经测试.
研究的目的:
- 为了独立地复制derring效应.
- 调查故意错误生成是否与复制相比可以改善记忆回忆.
- 为了在不同的研究群体和环境中测试derring效应.
主要方法:
- 进行了两项预先注册的复制研究.
- 实验1使用了在实验对象内部的实验室设计,并使用了术语定义概念.
- 实验2使用了在线研究与事实,比较错误纠正复制条件.
主要成果:
- 在错误纠正和复制条件之间没有发现暗示回忆性能的显著差异.
- 在这两次实验中,贝叶斯因子对零假设提供了适度的支持.
- 在这些独立的尝试中,德林效应没有被复制.
结论:
- 这些发现挑战了效应的稳定性.
- 蓄意产生错误可能不是一个优秀的学习策略.
- 需要进一步的研究来了解错误在学习中的作用.
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