心理学
蒙台梭利方法
发展心理学
任务(项目管理)
数学教育
幼儿教育
经济
管理
作者
Solange Denervaud,Jean‐François Knebel,Mary Helen Immordino‐Yang,Patric Hagmann
摘要
ABSTRACT Through performance monitoring individuals detect and learn from unexpected outcomes, indexed by post‐error slowing and post‐error improvement in accuracy. Although performance monitoring is essential for academic learning and improves across childhood, its susceptibility to educational influences has not been studied. Here we compared performance monitoring on a flanker task in 234 children aged 4 through 15, from traditional or Montessori classrooms. While traditional classrooms emphasize that students learn from teachers' feedback, Montessori classrooms encourage students to work independently with materials specially designed to support learners discovering errors for themselves. We found that Montessori students paused longer post‐error in early childhood and, by adolescence, were more likely to self‐correct. We also found that a developmental shift from longer to shorter pauses post‐error being associated with self‐correction happened younger in the Montessori group. Our findings provide preliminary evidence that educational experience influences performance monitoring, with implications for neural development, learning, and pedagogy.
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