.png){kind=icon}
返回
.png){kind=icon}
.png){kind=icon}
.png){kind=icon}
摘要
En 中文
Although error avoidance during learning appears to be the rule in American classrooms, laboratory studies suggest that it may be a counterproductive strategy, at least for neurologically typical students. Experimental investigations indicate that errorful learning followed by corrective feedback is beneficial to learning. Interestingly, the beneficial effects are particularly salient when individuals strongly believe that their error is correct: Errors committed with high confidence are corrected more readily than low-confidence errors. Corrective feedback, including analysis of the reasoning leading up to the mistake, is crucial. Aside from the direct benefit to learners, teachers gain valuable information from errors, and error tolerance encourages students' active, exploratory, generative engagement. If the goal is optimal performance in high-stakes situations, it may be worthwhile to allow and even encourage students to commit and correct errors while they are in low-stakes learning situations rather than to assiduously avoid errors at all costs.
Keyword:
errorless learning
generation effect
hypercorrection effect
feedback
after-action review (AAR)
error management training (EMT)
formative assessment
reconsolidation
prediction error
AI总结
对已上传原文的论文进行重点信息的提取，主要内容包括：简要概述、研究摘要、背景介绍、关键亮点、图文解析、展望与总结。
期刊
IF:
29.4
论文数:
1.9K
被引数:
3.0W
机构
引用论文
.png){kind=icon}
.png){kind=icon}
分享.png){kind=icon}
收藏分享收藏
分享收藏
查看更多内容