Validating the Presence of Error-Related Negativity, Feedback-Related Negativity, and P300 During a Testing Effect Task (Poster 29)

• In Event: AERA Poster Session 2
  In Poster Session: Educational Implications of Brain Research (San Diego)

Abstract

Cognitive research has established that learning new material by testing oneself is effective for long-term retention and better understanding. Researchers, however, have yet to establish potential neural cognitive mechanisms related to cognitive control processes underlying this testing effect. Using electroencephalogram (EEG), this study aims to establish whether well studied Event Related Potentials (ERP) linked to cognitive control and error monitoring can be measured during a Testing Effect task. Establishing the presence of the Error-related Negativity, the Feedback-related Negativity, and the P300 during a testing effect task can open the doors to answering other substantive questions about why testing is an effective learning strategy, the role of stress and emotion in learning, and overall, how people learn.

Authors

• Salvador R. Vazquez, University of California - Los Angeles

• Jennie K. Grammer, University of California - Los Angeles