about
Correcting false memories.Surprising feedback improves later memory.Improving Children's Knowledge of Fraction Magnitudes.Memorial consequences of testing school-aged children.Receiving right/wrong feedback: consequences for learning.Fractions: the new frontier for theories of numerical development.Older, not younger, children learn more false facts from stories.Memorial consequences of multiple-choice testing on immediate and delayed tests.Ironic effects of drawing attention to story errors.Relations of different types of numerical magnitude representations to each other and to mathematics achievement.Learning errors from fiction: difficulties in reducing reliance on fictional stories.Learning misinformation from fictional sources: understanding the contributions of transportation and item-specific processing.Strategy use and strategy choice in fraction magnitude comparison.The hypercorrection effect persists over a week, but high-confidence errors return.Creating illusions of knowledge: learning errors that contradict prior knowledge.Slowing presentation speed increases illusions of knowledge.Knowledge does not protect against illusory truthRetrieval practice opportunities in middle school mathematics teachers' oral questions
P50
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P50
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cognitive neuroscientist
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Lisa K Fazio
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