Meghan Davenport

Error management training (EMT) combines low structure training with error-encouraging prompts to improve training transfer ( Frese et al., 1991 ), but error encouragement may be problematic for learners with limited attentional resources such as older learners. We examine whether the benefits of EMT can be realized without error encouragement by prompting the self-regulatory processes that underlie EMT’s success. One hundred fifty-three adults ages 18–70 participated in online spreadsheet training in one of three conditions: self-regulatory prompts, EMT prompts, or without prompts. The results showed no significant differences in post-training performance by condition nor age interactions with condition. However, participants who heard EMT prompts reported more error reflection than other participants. This study tests the theory underlying EMT and suggests unexplored boundary conditions.