Abstract
False alarming, or detecting an error when there is not one, is a pervasive problem across numerous industries. The present study investigated the role of elaboration, or additional information about non-error differences in complex visual displays, for mitigating false error responding. In Experiment 1, learners studied errors and non-error differences about a virtual LEGO® model. Half of the participants received information about the error (location, omission, orientation) and difference (color, addition) categorization and identification (i.e., what constituted the error or difference). The other half of participants received the same information plus further elaboration about (1) the potential consequences of errors and (2) why differences would not pose potential problems. Receiving additional elaboration about errors and differences aided learners' ability to accurately reject non-error differences at test. Experiment 2 replicated these results with a new stimulus model and extended findings by testing whether receiving elaboration on the first model transferred to support learning in a second, similar model that did not provide elaborations. Our results replicated and extended findings from Experiment 1, such that learners who received elaboration while learning the first model also performed better at correctly rejecting non-error differences at test on the second model. Taken together, our findings provide insight on the transferrable role of feature elaboration to reduce false alarm rates during complex visual display assessments.