Previous research indicates that failure feedback leads people to tune out from the task, which is detrimental to their learning (Eskreis-Winkler & Fishbach, 2019; Keith et al., 2022). The current work aims to identify ways to optimize learning from failure feedback. We conducted six preregistered experiments (N = 1,306) to replicate and extend the findings from Eskreis-Winkler and Fishbach (2019) with novel tests of self-focused feedback, task expectations, and subsequent instruction. The detriments of failure feedback were replicated in Studies 1a, 1b, and 1c, which altered the focus of the feedback message to be self-focused (e.g., your answer) or task-focused (e.g., the answer). The detriments of failure feedback were also replicated in Study 2 when the task expectations were manipulated to easy versus hard. These results generally underscored the robustness of the results from the original study. However, Study 3 established boundary conditions. When it was a rule-based task and brief instructions on the rule were provided after feedback, there was no evidence of a detrimental effect of failure, and failure feedback, in some conditions, resulted in even better learning than success feedback for learning new material. We conclude that the tune-out reactions to failure during feedback disappear and may even be reversed when subsequent learning opportunities are provided. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

中文翻译：

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从失败中学习：以自我为中心的反馈、任务期望和后续指导的作用。


先前的研究表明，失败反馈会导致人们放弃任务，这不利于他们的学习（Eskreis-Winkler & Fishbach，2019；Keith et al.，2022）。当前的工作旨在确定优化从失败反馈中学习的方法。我们进行了六项预先注册的实验 (N = 1,306)，通过对自我聚焦反馈、任务期望和后续指导的新颖测试来复制和扩展 Eskreis-Winkler 和 Fishbach (2019) 的研究结果。失败反馈的危害在研究 1a、1b 和 1c 中得到了重复，它们将反馈消息的焦点改为以自我为中心（例如，您的答案）或以任务为中心（例如，答案）。当任务期望被操纵为简单与困难时，失败反馈的危害也在研究 2 中得到了重现。这些结果总体上强调了原始研究结果的稳健性。然而，研究 3 建立了边界条件。当这是一项基于规则的任务并且在反馈后提供了有关规则的简短说明时，没有证据表明失败会产生不利影响，并且在某些情况下，对于学习新材料而言，失败反馈甚至比成功反馈带来更好的学习结果。我们的结论是，反馈过程中对失败的回避反应消失了，甚至在提供后续学习机会时可能会逆转。 （PsycInfo 数据库记录 (c) 2024 APA，保留所有权利）。