Enming Zhang

Subject (e.g., math) problems often have deep rationales and concepts underlying them. Accordingly, when students solve these problems, they are prone to making errors that expose their misunderstandings and are difficult to correct. Previous research has shown the benefits of teacher feedback in learning from errors, but the effectiveness of specific feedback elements and their underlying mechanisms remain unclear. Drawing on educational psychology theories, this study aims to compare the isolated and combined effects of principle-based feedback, which targets understanding of underlying concepts, and procedure-based feedback, which focuses on the correct application of steps. The study also examines the mediating effects of cognitive load and learning speed. A total of 135 eighth-grade students participated in the experiment, randomly assigned to one of four groups in a 2 (principle-based feedback: yes or no) × 2 (procedure-based feedback: yes or no) design. Between-subjects analysis of covariance (ANCOVA) was conducted to test the intervention effects, while path analysis was used to examine the mediating effects. Results indicated that principle-based feedback significantly helped students correct more errors, but combining both types of feedback did not yield additional benefits. Furthermore, cognitive load did not mediate the effects of the intervention as anticipated, suggesting other factors may play more significant roles. Notably, exploratory analysis suggested that learning speed may play a mediating role, implying that principle-based feedback could help students achieve "desirable difficulty." This study confirms the effectiveness of principle-based feedback in helping students learn from their errors and provides corresponding theoretical explanations and educational implications.

日本东京大学团队基于认知心理学和临床心理学的视角开发的“认知咨询”学习支援模式，在为研究者提供实践场的同时，能应对学习者缺乏自主学习能力、教育者缺乏指导学生学习的能力的问题。该模式咨询过程包括“绊脚石”诊断、正式指导和拓展指导三个阶段，常用的指导技法有自我诊断、诊断性提问、作图解释、类比说明、虚拟教学和教训归纳六种策略。其之所以有效，原因在于咨询师在咨询时将策略与理解并重、使溯因与共情同行，团队在运营时坚持指导与研究并进、推动社群与制度共生。证据表明，其能有效应对来访者的学习问题，并提升咨询师的个别化指导能力和研究者理论联系实践的能力。该模式为实施理论联系实践的教育研究项目提供了启示。

近年来，从错误中学习逐渐受到国际教育心理学界的关注。如何设计从错误中学习的教学条件促进深度学习，成为理论与实践共同关注的议题。本文通过梳理计算模型模拟人类思维过程、记忆提取过程、概念转变和元认知与自我调节四条研究脉络，明确从错误中学习作为高阶学习活动和自我调节学习活动的内涵，并引入错误学习模型和错误反应模型作为支持证据。本文还通过分析与比较生成效应、问题解决为先、样例学习、概念转变、错误的自主处理和语言学习六个领域的研究，从理论层面指出错误的来源和从错误中学习的时机、方法、形式、过程与结果等教学条件，或是调节既有教学模式效果的重要因素，从而为未来研究提供指南，以及从实践层面讨论如何将从错误中学习的理论成果嵌入既有教学设计，为创设利用错误学习的课堂提供启示。