Training kindergarten children on learning from their mistakes

IF 2.6 3区 心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL British Journal of Developmental Psychology Pub Date : 2024-07-08 DOI:10.1111/bjdp.12508
Ebru Ger, Claudia M. Roebers
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Abstract

This study investigated whether feedback on their errors and speed improves kindergarten children's performance in an executive function (EF) task. Children from Switzerland (N = 213, 49% female, Mage = 6.4 years) were tested in the Hearts and Flowers task pre- and post-training and trained either on a variant of this task with (n = 71) or without feedback (n = 72), or on a control learning task (n = 70). The feedback group performed more efficiently than the no-feedback group during the intervention and partially also in the post-test. Both EF training groups performed more efficiently than the control group in the post-test. These results suggest that kindergarten children detect and monitor their errors and even get better at it given the opportunity to practice. Moreover, they benefit additionally from external feedback. Integrating feedback into computerized cognitive training (and learning apps) could be a potential avenue for interventions in school settings.

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培训幼儿园儿童从错误中学习。
本研究调查了关于错误和速度的反馈是否能提高幼儿园儿童在执行功能(EF)任务中的表现。来自瑞士的儿童(人数 = 213,49% 为女性,年龄 = 6.4 岁)在培训前后接受了 "心与花 "任务测试,并在有反馈(人数 = 71)或无反馈(人数 = 72)或对照学习任务(人数 = 70)的情况下接受了该任务的变体培训。在干预过程中,反馈组的表现比无反馈组更有效率,部分反馈组在后期测试中的表现也比无反馈组更有效率。在后期测试中,两组 EF 培训人员的表现均优于对照组。这些结果表明,幼儿园儿童能够发现并监控自己的错误,甚至在有机会练习的情况下还能做得更好。此外,他们还能从外部反馈中额外受益。将反馈整合到计算机化认知训练(和学习应用程序)中,可能是在学校环境中进行干预的一个潜在途径。
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来源期刊
British Journal of Developmental Psychology
British Journal of Developmental Psychology PSYCHOLOGY, DEVELOPMENTAL-
CiteScore
4.50
自引率
0.00%
发文量
38
期刊介绍: The British Journal of Developmental Psychology publishes full-length, empirical, conceptual, review and discussion papers, as well as brief reports, in all of the following areas: - motor, perceptual, cognitive, social and emotional development in infancy; - social, emotional and personality development in childhood, adolescence and adulthood; - cognitive and socio-cognitive development in childhood, adolescence and adulthood, including the development of language, mathematics, theory of mind, drawings, spatial cognition, biological and societal understanding; - atypical development, including developmental disorders, learning difficulties/disabilities and sensory impairments;
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