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引用次数: 0
摘要
以往的研究表明,失败反馈会导致人们放弃任务,这不利于他们的学习(Eskreis-Winkler & Fishbach, 2019; Keith et al.)目前的工作旨在找出优化从失败反馈中学习的方法。我们进行了六项预先登记的实验(N = 1,306),通过对自我反馈、任务预期和后续指导的新测试,复制并扩展了 Eskreis-Winkler 和 Fishbach(2019)的研究结果。失败反馈的危害在研究1a、1b和1c中得到了复制,这些研究改变了反馈信息的重点,使之成为以自我为中心(如你的答案)或以任务为中心(如答案)。在研究 2 中,当任务预期被操纵为易与难时,失败反馈的不利影响也得到了复制。这些结果总体上强调了原始研究结果的稳健性。不过,研究 3 确定了边界条件。当这是一项基于规则的任务,并且在反馈后提供了关于规则的简短说明时,没有证据表明失败会产生有害影响,而且在某些条件下,失败反馈甚至比成功反馈更有利于学习新材料。我们的结论是,在反馈过程中对失败的调整反应会消失,甚至在提供后续学习机会时会逆转。(PsycInfo Database Record (c) 2024 APA, 版权所有)。
Learning from failure: The roles of self-focused feedback, task expectations, and subsequent instruction.
Previous research indicates that failure feedback leads people to tune out from the task, which is detrimental to their learning (Eskreis-Winkler & Fishbach, 2019; Keith et al., 2022). The current work aims to identify ways to optimize learning from failure feedback. We conducted six preregistered experiments (N = 1,306) to replicate and extend the findings from Eskreis-Winkler and Fishbach (2019) with novel tests of self-focused feedback, task expectations, and subsequent instruction. The detriments of failure feedback were replicated in Studies 1a, 1b, and 1c, which altered the focus of the feedback message to be self-focused (e.g., your answer) or task-focused (e.g., the answer). The detriments of failure feedback were also replicated in Study 2 when the task expectations were manipulated to easy versus hard. These results generally underscored the robustness of the results from the original study. However, Study 3 established boundary conditions. When it was a rule-based task and brief instructions on the rule were provided after feedback, there was no evidence of a detrimental effect of failure, and failure feedback, in some conditions, resulted in even better learning than success feedback for learning new material. We conclude that the tune-out reactions to failure during feedback disappear and may even be reversed when subsequent learning opportunities are provided. (PsycInfo Database Record (c) 2024 APA, all rights reserved).
期刊介绍:
The Journal of Experimental Psychology: General publishes articles describing empirical work that bridges the traditional interests of two or more communities of psychology. The work may touch on issues dealt with in JEP: Learning, Memory, and Cognition, JEP: Human Perception and Performance, JEP: Animal Behavior Processes, or JEP: Applied, but may also concern issues in other subdisciplines of psychology, including social processes, developmental processes, psychopathology, neuroscience, or computational modeling. Articles in JEP: General may be longer than the usual journal publication if necessary, but shorter articles that bridge subdisciplines will also be considered.