Reflective learning: the use of “if only ...” statements to improve performance

By L. K. Reichert, John R. Slate. 1999

How researchers see this paper

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Toward Causal Representation Learning (2021, positive): “These ﬁndings are consistent with work in cognitive psychology [65], arguing that counterfactuals allow to reason about the usefulness of past actions and transfer these insights to corresponding behavioral intentions in future scenarios [145], [199], [203].”
Towards Causal Representation Learning (2021, positive): “These findings are consistent with work in cognitive psychology [64], arguing that counterfactuals allow to reason about the usefulness of past actions and transfer these insights to corresponding behavioral intentions in future scenarios [203, 199, 145].”
Justified ethicality: Observing desired counterfactuals modifies ethical perceptions and behavior (2011, unknown): “…people's (emotional) interpretation of factual reality (Mandel & Dhami, 2005; Zeelenberg et al., 1998) and their subsequent decisions (Markman, McMullen, & Elizaga, 2008; Morris & Moore, 2000; Reichert & Slate, 2000; Ritov & Baron, 1995; Roese, 1994; for a review see, Epstude & Roese, 2008).”
The Functional Theory of Counterfactual Thinking (2008, unknown): “Reichert and Slate (2000) replicated that research with high school students, showing that counterfactual direction (upward vs. downward thoughts) influenced performance on an anagram task.”