The influence of hints on perceived learning

Abstract

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.