“Learning From Errors”, 2017 (; backlinks; similar):
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.
[Keywords: errorless learning, generation effect, hypercorrection effect, feedback, after-action review (AAR), error management training (EMT), formative assessment, reconsolidation, prediction error]
Introduction
Encouraging Versus Discouraging Errors In The Classroom
Error Generation And Memory For Correct Responses In The Lab
Confidence In Errors
Exceptions
Implications Of The Hypercorrection Effect
Theories Of Why Errors Enhance Learning
Secondary Benefits Of Encouraging Errors
Origin Of The Idea That Errorless Learning Is A Good Thing
Emotional Consequences Of Errors
Using Errors To Improve Learning
Conclusion