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Related Experiment Video

Updated: Jul 8, 2026

Working Memory Training for Older Participants: A Control Group Training Regimen and Initial Intellectual Functioning Assessment

Working Memory Training for Older Participants: A Control Group Training Regimen and Initial Intellectual Functioning Assessment

Published on: September 20, 2020

Effectiveness of error management training: a meta-analysis.

Nina Keith¹, Michael Frese

¹Department of Work and Organizational Psychology, Justus-Liebig University of Giessen, Giessen, Germany. nina.keith@psychol.uni-giessen.de

The Journal of Applied Psychology

|January 24, 2008

Summary

Error management training (EMT) enhances learning by encouraging errors. This meta-analysis confirms EMT

Area of Science:

Cognitive Psychology
Educational Psychology
Human Factors Engineering

Background:

Error management training (EMT) involves active learning and error encouragement.
Previous studies on EMT show varied effect sizes compared to other training methods.
Understanding EMT's effectiveness requires analyzing factors influencing its outcomes.

Purpose of the Study:

To conduct a meta-analysis of existing studies on Error Management Training (EMT).
To explain the variation in effect sizes reported in previous EMT evaluations.
To identify key components and optimal conditions for EMT effectiveness.

Main Methods:

A meta-analysis was performed on 24 studies involving 2,183 participants.
Effect sizes were calculated and compared across different training conditions.

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Working Memory Training for Older Participants: A Control Group Training Regimen and Initial Intellectual Functioning Assessment

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Errors as a Means of Reducing Impulsive Food Choice

Errors as a Means of Reducing Impulsive Food Choice

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Moderator analyses were conducted to identify factors influencing EMT outcomes.

Main Results:

EMT demonstrated a significant positive overall effect (Cohen's d = 0.44).
Effect sizes were larger for post-training transfer (d = 0.56) than for within-training performance.
EMT showed significantly higher effectiveness for adaptive transfer (d = 0.80) to distinct tasks compared to analogical transfer.

Conclusions:

Error management training is effective in improving learning outcomes.
EMT is particularly beneficial for promoting transfer of skills to novel and structurally distinct tasks.
Active exploration and error encouragement are critical components driving EMT's success.