Errors in training computer skills: on the positive function of errors

Authors:
Michael Frese;Felix Brodbeck;Torsten Heinbokel;Christina Mooser;Erik Schleiffenbaum;Petra Thiemann
Affiliations:
Department of Psychology, University of Giessen, Giessen, Federal Republic of Germany;Department of Psychology, University of Munich, Federal Republic of Germany;Department of Psychology, University of Munich, Federal Republic of Germany;Department of Psychology, University of Munich, Federal Republic of Germany;Department of Psychology, University of Munich, Federal Republic of Germany;Department of Psychology, University of Munich, Federal Republic of Germany
Venue:
Human-Computer Interaction
Year:
1991

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Abstract

Traditionally, errors are avoided in training. In contrast to this approach, it is argued that errors can also have a positive function and that one has to learn to deal efficiently with errors on a strategic and an emotional level (error management). An experiment tested these assumptions. One group (n = 9) received guidance for error-free performance; another group (n = 15) received error training. In the latter group, errors were produced by assigning problems that were too difficult to deal with. The error-training group showed higher scores in the nonspeed performance tests. Error training seems to be positive for people with high scores on the cognitive failure questionnaire (Broadbent, Cooper, FitzGerald, & Parkes, 1982).