The influence of hints on perceived learning
Northern Kentucky University
In Experiment 1, we provided consonants (e.g., m_rd_r), vowels (e.g., _u__e_), or a test without hints. In Experiment 2, we provided the first letter of the target (e.g., m_____), the first two letters of the target (e.g., mu____), the last letter of the target (e.g., _____r), the last two letters of the target (e.g., ____er), or a test without hints. Stronger hints increased initial performance, but final test performance did not vary. Despite no differences, participants overwhelmingly endorsed the strongest hints (e.g., providing consonants) as being best for learning.
2020 Celebration of Student Research and Creativity presentation
Test-taking skills, Examinations