Stephen Wee Hun Lim's research while affiliated with National University of Singapore and other places
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Publications (32)
Asking good questions is vital for scientific learning and discovery, but improving this complex skill is a formidable challenge. Here, we show in two experiments (N = 152) that teaching others—learning-by-teaching—enhances one’s ability to generate higher-order research questions that create new knowledge, relative to two other well-established ge...
In two experiments (N = 200), we compared the effects of longhand note-taking, photographing lecture materials with a smartphone camera, and not taking any notes on video-recorded lecture learning. Experiment 1 revealed a longhand-superiority effect: Longhand note-takers outperformed photo-takers and control learners on a recall test, notwithstandi...
Our civilization recognizes that errors can be valuable learning opportunities, but for decades, they have widely been avoided or, at best, allowed to occur as serendipitous accidents. The present research tested whether greater learning success could paradoxically be achieved through making errors by intentional design, relative to traditional err...
The learning benefits of retrieval practice have been linked to reduced mind-wandering, but the reasons why testing offers such an attentional advantage have scarcely been explored. Here, we investigate the extent that the inherent change in learning context during retrieval practice (i.e., interleaved study and retrieval) attenuates mind-wandering...
How can we strategically and systematically learn from our errors? Over their long history, errors have traditionally been prevented entirely or, at best, permitted to occur spontaneously. Across three experiments, we tested and found evidence for a counterintuitive phenomenon that we termed the derring effect—deliberately committing errors even wh...
Learning by teaching others is a potent educational strategy, but its implementation is typically cumbersome. This study (N = 108) investigated “silent teaching”—writing a verbatim teaching script—as a convenient approach for independent learning, while assessing whether the teaching benefit is a production benefit. Learners studied a science text...
The ability to solve problems creatively is a vital educational outcome. Here we pursued the hypothesis that media multitasking (MM), which is becoming increasingly prevalent in modern learning contexts, may be positively associated with creative performance. One hundred and four participants completed a media multitasking questionnaire and three w...
Musical interval identification is a valuable skill for holistic and sophisticated musicianship. Yet, discriminating and identifying intervals is often challenging, especially for musical novices. Drawing on cognitive psychological principles, we built two experiments that investigated the utility of interleaving in enhancing novices’ aural identif...
The ability to recognize and distinguish among varying musical styles is essential to developing aural skills and musicianship. Yet, this task can be difficult for music learners, particularly nonexperts. To address this challenge and guide music education practice, this study drew on cognitive psychological principles to investigate the effect of...
The effects of retrieval practice on complex, meaningful learning outcomes that require more than just basic recall are of ongoing interest in the test-enhanced learning literature. Across two experiments, we investigated the extent that retrieval practice boosts integrative argumentation—the integration of opposing viewpoints to form conclusions....
Errors are often perceived as undesirable events to be avoided at all costs. However, a growing body of research suggests that making errors is, in fact, beneficial for learning. Building on human resource development literature, the present review proposes a 3P framework of approaches to errors during learning: prevention (avoiding or observing er...
The impact of retrieval practice on analogical-problem-solving performance was investigated using a complex, educationally relevant task. Participants studied a statistical hypothesis testing scenario and practiced recalling the material or repeatedly studied it. Participants then completed a final test either 5 minutes or 1 week later involving a...
Teaching educational materials to others enhances the teacher's own learning of those to‐be‐taught materials, although the underlying mechanisms remain largely unknown. Here, we show that the learning‐by‐teaching benefit is possibly a retrieval benefit. Learners (a) solved arithmetic problems (i.e., they neither taught nor retrieved; control group)...
We empirically investigated the effect of mental imagery on young children’s music compositional creativity. Children aged 5 to 8 years participated in two music composition sessions. In the control session, participants based their composition on a motif that they had created using a sequence of letter names. In the mental imagery session, partici...
Research has shown that academic risk taking-the selection of school tasks with varying difficulty levels-affords important implications for educational outcomes. In two experiments, we explored the role of cognitive processes-specifically, global versus local processing styles-in students' academic risk-taking tendencies. Participants first read a...
Media multitasking behaviors are on the rise globally. This phenomenon extends to academic settings, and has implications for education that is predicated on computer-assisted technology, which may be a source of distractibility for, especially, heavy media multitaskers. We hypothesized that habitual media multitasking correlates negatively with vi...
Research has focused on academic integrity in terms of students’ conduct in relation to university rules and procedures, whereas fewer studies examine student integrity more broadly. Of particular interest is whether students in higher education today conceptualize integrity as comprising such broader attributes as personal and social responsibilit...
The effects of orthographic neighborhood density and word frequency in visual word recognition were investigated using distributional analyses of response latencies in visual lexical decision. Main effects of density and frequency were observed in mean latencies. Distributional analyses, in addition, revealed a density x frequency interaction: for...
We investigated the testing effect in Coursera video-based learning. One hundred and twenty-three participants either (a) studied an instructional video-recorded lecture four times, (b) studied the lecture three times and took one recall test, or (c) studied the lecture once and took three tests. They then took a final recall test, either immediate...
Research methods and statistics are an indispensable subject in the undergraduate psychology curriculum, but there are challenges associated with engaging students in it, such as making learning durable. Here we hypothesized that retrieval-based learning promotes long-term retention of statistical knowledge in psychology. Participants either studie...
We investigated the impact of early visual processing on decision-making during unpredictable, risky situations. Participants undertook Navon's (1977) task and attended to either global letters or local letters only, following which they completed the Balloon Analogue Risk Task (BART). It was observed that global-focused individuals made more ballo...
Research evidence now suggests that the deployment of multiple attentional foci in noncontiguous locations (i.e., splitting visual focal attention) is possible under some circumstances. However, the exact circumstances under which focal attention might ‘split’ have not been well understood. Here, we examined the possibility that ecological differen...
Various surface features-timbre, tempo, and pitch-influence melody recognition memory, but articulation format effects, if any, remain unknown. For the first time, these effects were examined. In Experiment 1, melodies that remained in the same, or appeared in a different but similar, articulation format from study to test were recognized better th...
Indexical effects refer to the influence of surface variability of the to-be-remembered items, such as different voices speaking the same words or different timbres (musical instruments) playing the same melodies, on recognition memory performance. The nature of timbre effects in melody recognition was investigated in two experiments. Experiment 1...
When a target is enclosed by a 4-dot mask that persists after the target disappears, target identification is worse than it is when the mask terminates with the target. This masking effect is attributed to object substitution masking (OSM). Previewing the mask, however, attenuates OSM. This study investigated specific conditions under which mask pr...
Citations
... Some research findings suggest that the consumption of working memory resources may lead to disparate outcomes between immediate post-tests and delayed post-tests. Techniques that enhance short-term performance do not necessarily yield the same advantages in long-term learning, and in some cases, may even produce contrasting effects (Wong et al., 2023;Leahy and Sweller, 2019). Delayed post-tests effectively reflect learners' memory consolidation within a certain time frame. ...
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... Utilising errors as a learning mechanism is addressed more extensively within verbal and 125 cognitive learning literature (Schmidt & Bjork, 1992;Wong & Lim, 2022); therefore, we now 126 draw from these sources to extend the discussion for errors during motor learning. 127 ...
... A number of studies using different materials have found that studying by creating an instructional video is more effective in promoting learning outcomes than baseline conditions such as restudying the lesson (e.g., Hoogerheide et al., 2014;Hoogerheide, Renkl, et al., 2019;Lim et al., 2021) and more controlled conditions involving generative processes such as retrieval practice (Hoogerheide et al., 2016, Exp2;Jacob et al., 2020;Lachner et al., 2020), summarizing (Hoogerheide, Visee, et al., 2019), and self-explaining (Rittle-Johnson et al., 2008). These findings suggest that there is a social context (i.e., the presence of actual or imagined others) involved in the noninteractive teaching activity that could positively affect learning outcomes. ...
... Interpolating lecture videos and tests has been found to reduce mind wandering, improve note taking, and improve test scores compared to participants who restudied on the same schedule (Szpunar et al., 2013(Szpunar et al., , 2014. Indeed, some have even proposed that practice testing benefits learning over restudy by reducing mind wandering (Wong & Lim, 2022), so interpolated quizzing during lecture could be particularly useful given the attention economy in remote classrooms. Given these findings, interpolated quizzing could differentially benefit webcam-on and webcam-off students in synchronous online classrooms. ...
... In line with this notion, some evidence suggests that allowing students to flexibly switch between closed-and open-book styles during generative activities may optimize learning benefits (Waldeyer et al., 2020). Extending this area of work, it would be interesting for future research to consider how learning-by-teaching can be implemented in tandem with other effective learning techniques such as distributed practice (for reviews, see Carpenter et al., 2022;Cepeda et al., 2006;Dunlosky et al., 2013), interleaving (e.g., Brunmair & Richter, 2019;Firth et al., 2021;Kornell & Bjork, 2008;Wong et al., 2020Wong et al., , 2021, and learning from errors (Metcalfe, 2017;Wong & Lim, 2019b) that are induced before instruction (Kapur, 2008;Kapur & Bielaczyc, 2012) or even deliberately committed and corrected during study (Wong, 2023;Wong & Lim, 2022b, 2022c. ...
... Niforatos et al., 2017), and findings about the effects of photo-taking on visual memories in that context may not generalize to the explicit learning goals and strategies employed in a lecture. The limited work that has explored photo-taking in a lecture setting examined whether taking photos in a lecture is an effective note-taking strategy compared to more traditional forms of note-taking (Wong & Lim, 2021). Although Wong and Lim's results suggested that photo-taking is not as effective for learning as longhand note-taking-and indeed, may be as ineffective as not taking any notes-their study focused on comparing memory performance for the lectures overall and not on whether memory varied specifically for photographed versus nonphotographed information. ...
... Vurma y Ross (2006) sugieren que los músicos experimentados no son capaces de apreciar diferencias de un octavo de tono. Otros estudios sugieren que las personas entrenadas pueden percibir los intervalos de manera diferente (Hubbard, 2022;Russo y Thompson, 2005b;Samplaski, 2005;Wong et al., 2021) y que esto puede ocurrir incluso cuando se consideran registros distintos (Gockel y Carylon, 2021;Guest y Oxenham, 2020;Russo y Thompson, 2005b;Samplaski, 2005). ...
... Moreover, appropriate distractions (e.g., mind wandering, meditation) facilitate the generation of novel ideas (Colzato et al., 2012;Yamaoka and Yukawa, 2020). Furthermore, the results indicated that media multitasking was positively associated with DT fluency, which is consistent with previous studies (Loh and Lim, 2020). HMMs showed a longer attention span but a weaker breadth-biased processing style, which could promote processing of extensive information (Loh and Lim, 2020;Lui and Wong, 2012). ...
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... In line with this notion, some evidence suggests that allowing students to flexibly switch between closed-and open-book styles during generative activities may optimize learning benefits (Waldeyer et al., 2020). Extending this area of work, it would be interesting for future research to consider how learning-by-teaching can be implemented in tandem with other effective learning techniques such as distributed practice (for reviews, see Carpenter et al., 2022;Cepeda et al., 2006;Dunlosky et al., 2013), interleaving (e.g., Brunmair & Richter, 2019;Firth et al., 2021;Kornell & Bjork, 2008;Wong et al., 2020Wong et al., , 2021, and learning from errors (Metcalfe, 2017;Wong & Lim, 2019b) that are induced before instruction (Kapur, 2008;Kapur & Bielaczyc, 2012) or even deliberately committed and corrected during study (Wong, 2023;Wong & Lim, 2022b, 2022c. ...
![[object Object]](https://i1.rgstatic.net/ii/profile.image/272434670600211-1441964895410_Q64/Sean-Kang-5.jpg)
... For instance, the elaborative retrieval account (Carpenter, 2009(Carpenter, , 2011 posits that retrieval activates cue-related semantic information, which may become bound with the target information to yield a more elaborated memory trace that aids future recall. Although some studies have questioned the benefits of retrieval practice for some complex learning outcomes such as inferencing (McDaniel et al., 2009;Nguyen & McDaniel, 2016) and integrative argumentation (Wong & Lim, 2019a), other studies have reported that retrieval practice improves not only recall (see Rowland, 2014 for a meta-analysis) but also transfer of learning (e.g., Butler, 2010;Wong et al., 2019; for reviews, see Adesope et al., 2017;Carpenter, 2012;Pan & Rickard, 2018). Indeed, retrieval practice has been hailed as a high-utility learning technique with broad applicability across diverse learning materials, outcome measures, retention intervals, and learner characteristics, relative to other techniques that students commonly adopt such as highlighting, summarizing, and rereading (Dunlosky et al., 2013). ...
