The Impact of Error Training and Individual Differences on Training Outcomes An Attribute-Treatment Interaction Perspective
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 decis...
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| Published in | Journal of applied psychology Vol. 87; no. 1; pp. 143 - 155 |
|---|---|
| Main Authors | , , , |
| Format | Journal Article |
| Language | English |
| Published |
Washington, DC
American Psychological Association
01.02.2002
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| Subjects | |
| Online Access | Get full text |
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| Abstract | 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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| AbstractList | 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. 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-encouragernent training than low cognitive ability or less open individuals. Conscientiousness has a negative effect on self-efficacy when trainees are encouraged to make errors. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract) The authors examined the effectiveness of error training for trainees with different levels of cognitive ability, openness to experience, or conscientiousness. Participants 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 postraining. 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. 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. |
| Author | Payne, Stephanie C Gully, Stanley M Kiechel Koles, K. Lee Whiteman, Jon-Andrew K |
| Author_xml | – sequence: 1 givenname: Stanley M surname: Gully fullname: Gully, Stanley M organization: Department of Human Resource Management, School of Management and Labor Relations, Rutgers, The State University of New Jersey – sequence: 2 givenname: Stephanie C surname: Payne fullname: Payne, Stephanie C organization: Department of Psychology, Texas A & M University – sequence: 3 givenname: K. Lee surname: Kiechel Koles fullname: Kiechel Koles, K. Lee organization: Department of Psychology, George Mason University – sequence: 4 givenname: Jon-Andrew K surname: Whiteman fullname: Whiteman, Jon-Andrew K organization: Department of Family Studies, University of Maryland |
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| Keywords | Learning Human Acquisition process Interindividual comparison Self efficacy Error Intellectual ability Cognition Personality Declarative memory Performance Psychological training |
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| SubjectTerms | 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 |
| Subtitle | An Attribute-Treatment Interaction Perspective |
| Title | The Impact of Error Training and Individual Differences on Training Outcomes |
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