Deliberate Erring Improves Far Transfer of Learning More Than Errorless Elaboration and Spotting and Correcting Others' Errors.

Unlabelled: Transfer of learning is a fundamental goal of education but is challenging to achieve, especially where far transfer to remote contexts is at stake. How can we improve learners' flexible application of knowledge to distant domains? In a counterintuitive phenomenon termed the , deliberately committing and correcting errors in low-stakes contexts enhances learning more than avoiding errors. Whereas this benefit has been demonstrated with tests in domains similar to those in the initial learning task, the present set of three experiments ( = 120) investigated whether deliberate erring boosts far transfer of conceptual knowledge to dissimilar domains.

A mind-wandering account of the testing effect: Does context variation matter?

The learning benefits of retrieval practice have been linked to reduced mind-wandering, but the reasons why testing offers such an attentional advantage have scarcely been explored. Here, we investigate the extent that the inherent change in learning context during retrieval practice (i.e.

The derring effect: Deliberate errors enhance learning.

How can we strategically and systematically learn from our errors? Over their long history, errors have traditionally been prevented entirely or, at best, permitted to occur spontaneously. Across three experiments, we tested and found evidence for a counterintuitive phenomenon that we termed the derring effect-deliberately committing errors even when one already knows the correct answers produces superior learning than avoiding them, particularly when one's errors are corrected. Learners engaged in an educationally relevant task of learning scientific term-definition concepts via open-book study by deliberately generating conceptually incorrect definitions with or without correction, or copying and underlining them (Experiment 1).

Take notes, not photos: Mind-wandering mediates the impact of note-taking strategies on video-recorded lecture learning performance.

In two experiments (N = 200), we compared the effects of longhand note-taking, photographing lecture materials with a smartphone camera, and not taking any notes on video-recorded lecture learning. Experiment 1 revealed a longhand-superiority effect: Longhand note-takers outperformed photo-takers and control learners on a recall test, notwithstanding an equal opportunity to review their learning material right before being tested, and even when photo-takers and control participants reviewed an exact transcript of the lecture slides via their photos or printouts, whereas longhand note-takers accessed only a fraction of the content as captured in their handwritten notes. Photo-takers performed comparably to learners who had not taken any notes at all.

From JOLs to JOLs+: Directing learners' attention in retrieval practice to boost integrative argumentation.

The effects of retrieval practice on complex, meaningful learning outcomes that require more than just basic recall are of ongoing interest in the test-enhanced learning literature. Across two experiments, we investigated the extent that retrieval practice boosts integrative argumentation-the integration of opposing viewpoints to form conclusions. Participants were tasked to form an integrative argumentation response after reading a text containing arguments for and against an issue.

Mental imagery boosts music compositional creativity.

We empirically investigated the effect of mental imagery on young children's music compositional creativity. Children aged 5 to 8 years participated in two music composition sessions. In the control session, participants based their composition on a motif that they had created using a sequence of letter names.

Integrity in and Beyond Contemporary Higher Education: What Does it Mean to University Students?

Research has focused on academic integrity in terms of students' conduct in relation to university rules and procedures, whereas fewer studies examine student integrity more broadly. Of particular interest is whether students in higher education today conceptualize integrity as comprising such broader attributes as personal and social responsibility. We collected and analyzed qualitative responses from 127 students at the National University of Singapore to understand how they define integrity in their lives as students, and how they envisage integrity would be demonstrated in their lives after university.