Prevention–Permission–Promotion: A Review of Approaches to Errors in Learning
Prevention–Permission–Promotion: A Review of Approaches to Errors in Learning
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DOI：
10.1080/00461520.2018.1501693
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发表时间：
2018-10
影响因子：
8.8
通讯作者：
Sarah Shi Hui Wong;Stephen Wee Hun Lim
中科院分区：
文献类型：
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作者：
Sarah Shi Hui Wong;Stephen Wee Hun Lim
错误往往被视为不受欢迎的事件，必须不惜一切代价避免。然而，越来越多的研究表明，犯错误实际上有利于学习。在人力资源开发文献的基础上，本审查提出了一个3P框架的学习过程中的错误的方法：预防（避免或观察错误），许可（允许错误），和促进（诱导或引导错误）。这一框架适用于检查和整合的经验证据的错误，已普遍调查认知，教育和应用心理学研究。每个错误的心理机制的方法进行了讨论，并考虑教育的影响。本文最后强调了各种错误方法与学习者特征和学习环境相互作用的方式，并讨论了反馈在错误纠正中的作用，并提出了未来研究的方向，以了解如何在学习中优化错误。
Errors are often perceived as undesirable events to be avoided at all costs. However, a growing body of research suggests that making errors is, in fact, beneficial for learning. Building on human resource development literature, the present review proposes a 3P framework of approaches to errors during learning: prevention (avoiding or observing errors), permission (allowing errors), and promotion (inducing or guiding errors). This framework is applied to examine and integrate the empirical evidence on errors that have been commonly investigated in cognitive, educational, and applied psychology research. The psychological mechanisms of each error approach are discussed, and implications for education are considered. This review then concludes by highlighting the ways in which the various error approaches interact with learner characteristics and learning contexts, as well as discussing the role of feedback in error correction and proposing directions for future research toward understanding how errors can be optimized in learning.