Examining the Role Feedback and Metacognitive Judgement Play in Post Error Slowing

Post-error slowing is defined as a delayed reaction time after error commission. According to the cognitive control theory, post-error slowing serves as a functional role to improve post-error accuracy. If the post-error accuracy is improved, post-error slowing presumably reflects metacognitive ability, such as constant monitoring, error detection, and strategy optimisation. However, post-error slowing has rarely been studied under the context in relevance to education and other learning-related concepts. For the main study, the purpose of this project is going to directly elucidate the relationship between post-error slowing, feedback, and metacognitive judgement in more learning-oriented tasks. These tasks are which learners might encounter in the classrooms' setting (e.g., conducting numerical calculations and identifying scientific misconceptions). Understanding learning related concepts and connect them to error responses could help us reveal questions such as how we perceive and react toward errors and what factors may contribute to error processing using tasks with greater significance of learning.