Proceedings of the Annual Meeting of the Cognitive Science Society

Expanding on previous research highlighting the learning benefits of errors, this study explores the enduring effects of error-induced learning. Using an adaptive fact-learning system, 23 participants engaged in recognition, recall, and error tasks, with repeated testing for memory assessment. Initial findings echoed previous results: items learned through errors initially took longer to retrieve. However, a significant shift occurred over time; error items demonstrated faster retrieval speeds compared to study items, and, most notably, they exhibited greater resilience against forgetting. This study reaffirms the positive role of errors in learning and uncovers their contribution to enhanced long-term memory retention. These insights challenge traditional learning paradigms, advocating for an educational approach that recognizes and leverages the value of errors in learning processes.