The moderating effect of individual differences in error-management training: who learns from mistakes?

Area of Science:

• Cognitive psychology
• Educational psychology
• Human-computer interaction

Background:

• Error-encouragement training is theorized to enhance learning and transfer more than error-avoidance training.
• Previous research is limited by confounding factors and a lack of individual difference considerations.

Purpose of the Study:

• To evaluate error-encouragement training effectiveness in a dynamic decision-making task.
• To examine attribute-treatment interactions involving ability and personality.

Main Methods:

• 164 participants were randomized into error-encouragement, error-avoidance, or control training groups.
• Training was conducted on a simulated air traffic control task (ATC-lab).
• Active exploration and task information were controlled; ability and personality were assessed.

Main Results:

• Error encouragement showed no advantage over control training but outperformed error avoidance.
• Higher-ability trainees benefited more from error-focused training, indicating higher cognitive resource demands.
• Trainees high in openness and agreeableness performed worse with error-avoidance training.

Conclusions:

• Error-avoidance training can be detrimental, particularly for individuals with lower openness, agreeableness, or ability.
• Prior reported benefits of error-encouragement training may stem from confounding variables.
• Training approaches should consider individual differences, as error-focused strategies do not suit everyone.