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.

中文翻译：

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传统蒙台梭利教育与蒙台梭利教育对4至15岁儿童表现监测的影响

通过绩效监控，个人可以发现并从意外结果中学习，并以错误后的速度减慢和错误后的准确性提高为指标。尽管绩效监控对于学术学习是必不可少的，并且在整个儿童时期都有所提高，但尚未研究其对教育影响的敏感性。在这里，我们比较了来自传统或蒙台梭利教室的234名4至15岁儿童在侧翼任务上的绩效监控。传统教室强调学生从老师的反馈中学习，而蒙特梭利教室则鼓励学生使用专门设计的材料独立工作，以支持学习者发现自己的错误。我们发现，蒙台梭利学生在幼儿期后的错误中停顿了更长的时间，并且到了青春期，他们更容易自我纠正。我们还发现，在蒙特梭利研究组中，错误发生后与自我纠正相关的发展从更长的暂停过渡到了更短的暂停。我们的发现提供了初步的证据，表明教育经历会影响绩效监控，并影响神经发育，学习和教学法。