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The effect of anticipated achievement feedback on students' semantic processing as indicated by the N400 cloze effect
ARTICLE

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Learning and Instruction Volume 47, Number 1, ISSN 0959-4752 Publisher: Elsevier Ltd

Abstract

The present study examined the effects of anticipated achievement feedback on students' semantic processing on the neural level, using event-related brain potentials (ERPs). Participants (

Citation

Janssen, E.M., van der Ven, S.H.G., van Hoogmoed, A.H. & Leseman, P.P.M. (2017). The effect of anticipated achievement feedback on students' semantic processing as indicated by the N400 cloze effect. Learning and Instruction, 47(1), 80-90. Elsevier Ltd. Retrieved January 18, 2020 from .

This record was imported from Learning and Instruction on January 29, 2019. Learning and Instruction is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.learninstruc.2016.10.003

Keywords