An fMRI study of the supportive role of feedback during test-enhanced learning
2016 (English)In: ICOM-6 Conference Programme: Konferensbidrag. Abstract (Refereegranskat), 2016, 2016, 29-29 p.Conference paper, Poster (Refereed)
Considerable research in cognitive psychology has demonstrated that testing improves the performance on later retention tests (i.e., the testing-effect).
One key factor is the inclusion of feedback which enhances the benefits. Participants (n=21) first studied 60 Swahili-Swedish word-pairs. Subsequently, they underwent fMRI while being tested on each study-item either with or without feedback.
Contrary to no feedback, several regions were identified as a feedback-network with the strongest contribution from the bilateral MTL regions (anterior hippocampus, amygdala), insula and left IFC. Several of these responses were modulated by type of response (correct/incorrect) and repetition (1,2,3).
These findings link the effect of feedback on learning to strengthening of semantic representations, providing novel insights about the crucial role of feedback during test-enhanced learning.
Place, publisher, year, edition, pages
2016. 29-29 p.
Feedback, test-enhanced learning, medial temporal lobe
Research subject Psychology
IdentifiersURN: urn:nbn:se:umu:diva-124360OAI: oai:DiVA.org:umu-124360DiVA: diva2:951044
International Conference on Memory, 17-22 July, Budapest, Hungary, 2016.