The Impact of Error Training and Individual Differences on Training Outcomes An Attribute-Treatment Interaction Perspective

• Published in: Journal of applied psychology Vol. 87; no. 1; pp. 143 - 155
• Main Authors: Gully, Stanley M, Payne, Stephanie C, Kiechel Koles, K. Lee, Whiteman, Jon-Andrew K
• Format: Journal Article
• Language: English
• Published: Washington, DC American Psychological Association 01.02.2002
• Subjects: Adult; Applied psychology; Biological and medical sciences; Cognition; Cognitive Ability; Conscientiousness; Decision Making; Declarative Knowledge; Education; Effectiveness; Employee Performance Appraisal; Error; Errors; Female; Fundamental and applied biological sciences. Psychology; Human; Humans; Individual Differences; Individuals; Knowledge; Learning; Learning. Memory; Male; Openness to Experience; Personnel Loyalty; Personnel Training; Psychological aspects; Psychology; Psychology. Psychoanalysis. Psychiatry; Psychology. Psychophysiology; Random Allocation; Self-Efficacy; Studies; Task Performance and Analysis; Training; United States > US; Learning; Human; Acquisition process; Interindividual comparison; Self efficacy; Error; Intellectual ability; Cognition; Personality; Declarative memory; Performance; Psychological training
• ISSN: 0021-9010; 1939-1854
• DOI: 10.1037/0021-9010.87.1.143

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.