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Steven C. Pan - "Learning from Errors: Unlocking the Benefits of Pre-Instruction Testing and Errorful Generation"
McMaster Conference on Education and Cognition
Friday, July 12, 2024

Abstract:
Making incorrect guesses about information that has yet to be learned, followed by studying the correct answers, can be helpful for learning.  In this presentation, I will delve into recent findings from my laboratory on this pedagogical strategy, which is known as pre-instruction testing or errorful generation.  Our research reveals that pre-instruction testing can improve memory retention, comprehension, and the ability to transfer knowledge to new contexts.  Despite these impressive benefits, many learners are unaware that pre-instruction testing is a viable strategy, with some even avoiding it altogether due to a fear of making mistakes.  Available resources to engage in the strategy can also be quite limited.  Fortunately, there are early indications that providing learners with experience and external support can enhance their appreciation for the benefits of pre-instruction testing and increase their willingness to use it.  Moreover, recent technological advances may make it easier for learners to use the strategy.  Ultimately, this research is paving the way for future applications of pre-instruction testing in real-world educational settings, with the promise of capitalizing on the generation of low-stakes errors to promote meaningful learning outcomes.

Bio:
Dr. Steven C. Pan is an Assistant Professor of Psychology at the National University of Singapore (NUS).  Prior to joining NUS, he completed a Ph.D. in Experimental Psychology with a concentration in Cognitive Psychology at the University of California, San Diego, followed by a Chancellor’s Postdoctoral Fellowship at the University of California, Los Angeles.  Dr. Pan investigates human learning and memory processes and the optimization of those processes, with a goal of generating durable and flexible learning.  Much of his research focuses on evidence-based learning strategies, including pre-instruction testing, retrieval practice, and interleaving.  Dr. Pan has served as special issue editor and action editor for Educational Psychology Review and is an editorial board member for five refereed psychology and/or education journals.  He was named one of the highest-producing early career scholars in educational psychology in 2022 and received the Association for Psychological Science’s Rising Star award in 2024.