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Selective effects of errorful generation on recognition memory: the role of motivation and surprise. (2019)

First Author: Seabrooke T

Attributed to: Learning from total failure: why do impossible tests boost learning? funded by ESRC

Abstract

No abstract provided

Bibliographic Information

Digital Object Identifier: http://dx.doi.org/10.1080/09658211.2019.1647247

PubMed Identifier: 31369344

Publication URI: http://europepmc.org/abstract/MED/31369344

Type: Journal Article/Review

Volume: 27

Parent Publication: Memory (Hove, England)

Issue: 9

ISSN: 0965-8211