The development of error monitoring is central to learning and academic achievement. However, few studies exist on the neural correlates of children’s error monitoring, and no studies have examined its susceptibility to educational influences. Pedagogical methods differ on how they teach children to learn from errors. Here, 32 students (aged 8–12 years) from high-quality Swiss traditional or Montessori schools performed a math task with feedback during fMRI. Although the groups’ accuracies were similar, Montessori students skipped fewer trials, responded faster and showed more neural activity in right parietal and frontal regions involved in math processing. While traditionally-schooled students showed greater functional connectivity between the ACC, involved in error monitoring, and hippocampus following correct trials, Montessori students showed greater functional connectivity between the ACC and frontal regions following incorrect trials. The findings suggest that pedagogical experience influences the development of error monitoring and its neural correlates, with implications for neurodevelopment and education.

错误监控的发展对于学习和学术成就至关重要。但是，关于儿童错误监测的神经相关性的研究很少，也没有研究检查其对教育影响的敏感性。教育方法在教孩子如何从错误中学习方面有所不同。在这里，来自瑞士传统高等学校或蒙特梭利学校的32名学生（8至12岁）在fMRI期间执行了带有反馈的数学任务。尽管各组的准确度相似，但蒙特梭利学生跳过了较少的试验，反应更快，并且在参与数学处理的右顶和额叶区域显示出更多的神经活动。尽管接受过传统教育的学生在进行正确的测试后显示出参与错误监控的ACC和海马之间的功能连接性更高，经过不正确的试验，蒙特梭利学生表现出ACC与额叶区域之间的功能连接性更高。研究结果表明，教学经验会影响错误监控及其神经相关性的发展，从而对神经发育和教育产生影响。