Effects of Traditional Versus Montessori Schooling on 4‐ to 15‐Year Old children's Performance Monitoring

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Version: Author's accepted manuscript
License: All rights reserved
Serval ID
serval:BIB_155E6A7247EA
Type
Article: article from journal or magazin.
Collection
Publications
Institution
Title
Effects of Traditional Versus Montessori Schooling on 4‐ to 15‐Year Old children's Performance Monitoring
Journal
Mind, Brain, and Education
Author(s)
Denervaud Solange, Knebel Jean-François, Immordino-Yang Mary Helen, Hagmann Patric
ISSN
1751-2271
1751-228X
Publication state
In Press
Language
english
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.
Keywords
Experimental and Cognitive Psychology, Cognitive Neuroscience, Education, Developmental and Educational Psychology
Web of science
Create date
27/01/2020 16:23
Last modification date
20/01/2021 6:24
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