The impact of error training and individual differences on training outcomes: An attribute-treatment interaction perspective
成果类型：
Article; Proceedings Paper
署名作者：
Gully, SM; Payne, SC; Koles, KLK; Whiteman, JAK
署名单位：
Rutgers University System; Rutgers University New Brunswick; Texas A&M University System; Texas A&M University College Station; George Mason University; University System of Maryland; University of Maryland College Park
刊物名称：
JOURNAL OF APPLIED PSYCHOLOGY
ISSN/ISSBN：
0021-9010
DOI：
10.1037//0021-9010.87.1.143
发表日期：
2002
页码：
143-155
关键词：
摘要：
The authors examined the effectiveness of error training for trainees with different levels of cognitive ability, openness to experience, or conscientiousness. Participants (N = 181) were randomly assigned to control, error-encouragement, or error-avoidance conditions and trained to perform a decision-making simulation. Declarative knowledge, task performance, and self-efficacy were measured posttraining. Findings suggest the effectiveness of error training is dependent on the cognitive ability or dispositional traits of trainees. High cognitive ability or more open individuals benefit more from error-encouragement training than low cognitive ability or less open individuals. Conscientiousness has a negative effect on self-efficacy when trainees are encouraged to make errors.
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