The influence of hints on perceived learning

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dc.contributor.authorPlatt III, William C.
dc.contributor.authorFitzgerald, Grant L.
dc.date.accessioned2021-08-13T14:50:00Z
dc.date.available2021-08-13T14:50:00Z
dc.date.created2020
dc.description2020 Celebration of Student Research and Creativity presentationen_US
dc.description.abstractIn 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.en_US
dc.description.urihttps://youtu.be/1GkBwuIpetcen_US
dc.identifier.urihttp://hdl.handle.net/11216/3907
dc.language.isoen_USen_US
dc.publisherNorthern Kentucky Universityen_US
dc.relation.ispartofseriesCelebration of Student Research and Creativity;2020
dc.subjectTest-taking skillsen_US
dc.subjectExaminationsen_US
dc.titleThe influence of hints on perceived learningen_US
dc.typePresentationen_US

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