In learning, errors are ubiquitous and inevitable. As these errors may signal otherwise latent cognitive processes, tutors--and students alike--can greatly benefit from the information they provide. In this paper, we introduce and evaluate the Systematic Error Tracing (SET) model that identifies the possible causes of systematically observed…

Young children sometimes attempt an action on an object, which is inappropriate because of the object size--they make scale errors. Existing theories suggest that scale errors may result from immaturities in children's action planning system, which might be overpowered by increased complexity of object representations or developing teleofunctional…

The growing perception of professional learning communities as an effective professional development approach needs to be supported with knowledge of how such communities create learning opportunities for teachers. Activities in professional learning communities are underpinned by collegial conversations that foster learning, and in this article…

Computer programming for young children has grown in popularity among both educators and product developers, but still relatively little is known about what skills children are developing when they code. This study investigated N = 57 Kindergarten through second grade children's performance on a programming assessment after engaging in a 6-week…

Preventing humans from committing errors is a crucial aspect of man-machine interaction and systems of computer assistance. It is a basic implication that those systems need to recognise errors before they occur. This paper reports an exploratory study that utilises eye-tracking technology and automated face recognition in order to analyse test…

The pressures inherent in trying to be perfect can undermine learning and exacerbate anxiety in certain students. In the current article, we review existing research and theory on the role of perfectionism in language learning anxiety and performance deficits. Our analysis highlights the complexities inherent in the perfectionism construct,…

Retrieval dynamics in context-dependent recall were explored via manipulations of external and internal context in two experiments. Participants were tested in either the same or different context as the material was learned in and correct recalls, errors, and recall latency measures were examined. In both experiments changes in context resulted…

The memorial costs and benefits of trial-and-error learning have clear pedagogical implications for students, and increasing evidence shows that generating errors during episodic learning can improve memory among younger adults. Conversely, the aging literature has found that errors impair memory among healthy older adults and has advocated for…

Learning algebra is difficult for many students in part because of an emphasis on the memorization of abstract rules. Algebraic reasoners across expertise levels often rely on perceptual-motor strategies to make these rules meaningful and memorable. However, in many cases, rules are provided as patterns to be memorized verbally, with little overt…

Learning to select optimal behavior in new and uncertain situations is a crucial aspect of living and requires the ability to quickly associate stimuli with actions that lead to rewarding outcomes. Mathematical models of reinforcement-based learning to select rewarding actions distinguish between (1) the formation of stimulus-action-reward…

False recognition, broadly defined as a claim to remember something that was not encountered previously, can arise for multiple reasons. For instance, a distinction can be made between conceptual false recognition (i.e., false alarms resulting from semantic or associative similarities between studied and tested items) and perceptual false…

Several common errors reflecting difficulties in probabilistic reasoning are identified, relating to ambiguity, previous outcomes, sampling, unusual events, and estimating. Knowledge of these mistakes and interpretations may help mathematics teachers understand the thought processes of their students. (MNS)

Theories--based on concretizing, assimilation, and structuring--of the use of metaphors in learning are assessed. Each is shown to predict different patterns of inferences and errors in problem solving. An experiment with 43 undergraduates involving college lectures indicated that structuring may provide the most important function of metaphors in…

Certain misunderstandings in science, mathematics, and computer programing reflect analogous underlying difficulties. These misunderstandings are examined through four knowledge levels: (1) content; (2) problem-solving; (3) epistemic; and (4) inquiry. Analysis of several examples shows that misunderstandings have causes at multiple levels, and…