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1、ARTICLEAVAILABLEONLINETheAustralianandNewZealandJournalofOrganisationalPsychologyErrors,Feedback,LearningandPerformanceDianneGardnerMasseyUniversity,NewZealandRobertWoodMelbourneBusinessSchool,UniversityofMelbourne,AustraliaThevalueoffeedbackabouterrorswhenlear
2、ninganovelcomputer-basedtaskwasexploredintwostudies.Thefirststudyexaminedtheoptimallevelofinformationtobeprovidedinfeedbackabouterrors.Thesecondstudyexaminedwhetherframingerrorspositivelyasopportunitiestolearn(whichencourageserrortolerance)ornegativelyashindran
3、cestolearning(whichencourageserroravoidance)facilitatedlearningandperformance.Bothstudiesusedacomputer-basedsimulationofamanagementdecision-makingtask.Inthefirststudytherewerethreefeedbackconditions:outcomefeedbackalone,outcomefeedbackpluserrorsignalfeedback,an
4、doutcomefeedbackpluscorrectivefeedback.Correctivefeedbackproducedbetterperformancethanerrorsignalandoutcomefeedbackbutlearningdidnotdifferacrossthethreeconditions.Correctivefeedbackalsofacilitatedtheuseofsystematicexplorationwhichwaspositivelyassociatedwithperf
5、ormanceandlearning.Learners’self-efficacymoderatedtheeffectsoferrorfeedback:learnerswithhighself-efficacyshowedhighlevelsofperformanceinallconditionsbutforthosewithlowself-efficacy,detailedcorrectivefeedbackwasessentialforlearning.Thesecondstudyexploredtheeffec
6、tsofpositivevs.negativeerrorframingandcorrectivevs.signalerrorfeedbackina2×2design.Positiveerrorframingproducedmoreunsystematicexplorationandworseperformancethannegativeerrorframing.Positiveerrorframinghelpedthosewithlowself-efficacybutforthosewithhigherself-ef
7、ficacyitwasofmorevaluetoframeerrorsnegatively.Theimplicationsoftheinteractionsbetweenerrorframing,errorfeedbackandlearnercharacteristicsarediscussedalongwithimplicationsforthestudyoferrormanage-ment,apositiveerrorframingtechnique.■Keywords:errormanagement,feedb
8、ackThedecisionsmadebypeopleexperiencedinataskFrese&Altmann,1989;Heimbeck,etal.,2003;mayoftenbebasedonrecognitionofasituationandWood,Kakebeeke,Debowski,&Frese,2000).Errorside
