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Research project

Learning from total failure: why do impossible tests boost learning?

Project overview

ESRC funded grant awarded to Prof Tim Hollins, Prof Chris Mitchell, and Prof Andy Wills, with Dr Tina Seabrooke employed as the postdoctoral Research Fellow (until 16/09/2019).

Staff

Lead researchers

Dr Tina Seabrooke

Lecturer B
Research interests
  • Episodic memory
  • Associative learning
Connect with Tina

Email: T.Seabrooke@soton.ac.uk

Research outputs

Pre-testing effects are target-specific and are not driven by a generalised state of curiosity
Timothy Hollins, Tina Seabrooke, Angus Inkster, Andy Wills & Chris Mitchell, 2022, Memory
DOI: 10.1080/09658211.2022.2153141
Type: article
Pretesting boosts item but not source memory
Tina Seabrooke, Chris J. Mitchell & Timothy J. Hollins, 2021, Memory, 29(9), 1245-1253
DOI: 10.1080/09658211.2021.1977328
Type: article
The benefits of impossible tests: assessing the role of error-correction in the pretesting effect
Tina Seabrooke, Chris J. Mitchell, Andy J. Wills, Angus Inkster & Timothy J. Hollins, 2021, Memory & Cognition
DOI: 10.3758/s13421-021-01218-6
Type: article
Pretesting boosts recognition, but not cued recall, of targets from unrelated word pairs
Tina Seabrooke, Chris J. Mitchell, Andy J. Wills & Timothy J. Hollins, 2020, Psychonomic Bulletin & Review
DOI: 10.3758/s13423-020-01810-y
Type: article
Learning from failure: Errorful generation improves memory for items, not associations
Tina Seabrooke, Timothy J. Hollins, Christopher Kent, Andy J. Wills & Chris J. Mitchell, 2019, Journal of Memory and Language, 104, 70-82
DOI: 10.1016/j.jml.2018.10.001
Type: article