Skip to main content
padlock icon - secure page this page is secure

Hypercorrection of high-confidence errors in the classroom

Buy Article:

$54.00 + tax (Refund Policy)

People often have erroneous knowledge about the world that is firmly entrenched in memory and endorsed with high confidence. Although strong errors in memory would seem difficult to “un-learn,” evidence suggests that errors are more likely to be corrected through feedback when they are originally endorsed with high confidence compared to low confidence. This hypercorrection effect has been predominantly studied in laboratory settings with general knowledge (i.e., trivia) questions, however, and has not been systematically explored in authentic classroom contexts. In the current study, college students in an introductory horticulture class answered questions about the course content, rated their confidence in their answers, received feedback of the correct answers, and then later completed a posttest. Results revealed a significant hypercorrection effect, along with a tendency for students with higher prior knowledge of the material to express higher confidence in, and in turn more effective correction of, their error responses.
No Reference information available - sign in for access.
No Citation information available - sign in for access.
No Supplementary Data.
No Article Media
No Metrics

Keywords: Hypercorrection; error correction; learning; memory; metacognition

Document Type: Research Article

Affiliations: 1: Department of Psychology, Iowa State University, Ames, IA, USA 2: Department of Horticulture, Iowa State University, Ames, IA, USA

Publication date: November 26, 2018

  • Access Key
  • Free content
  • Partial Free content
  • New content
  • Open access content
  • Partial Open access content
  • Subscribed content
  • Partial Subscribed content
  • Free trial content
Cookie Policy
Cookie Policy
Ingenta Connect website makes use of cookies so as to keep track of data that you have filled in. I am Happy with this Find out more