Misconceptions about science are often not corrected during study when they are held with
high confidence. However, when corrective feedback co-activates a misconception together
with the correct conception, this feedback may surprise the learner and draw attention,
especially when the misconceptions are held with high confidence. Therefore, high-
confidence misconceptions might be more likely to be corrected than low-confidence
misconceptions. The present study investigates whether this hypercorrection effect occurs …