Procedural error monitoring and smart checklists

Human beings make and usually detect errors routinely. The same mental processes that allow humans to cope with novel problems can also lead to error. Bill Rouse has argued that errors are not inherently bad but their consequences may be. He proposes the development of error-tolerant systems that detect errors and take steps to prevent the consequences of the error from occurring. Research should be done on self and automatic detection of random and unanticipated errors. For self detection, displays should be developed that make the consequences of errors immediately apparent. For example, electronic map displays graphically show the consequences of horizontal flight plan entry errors. Vertical profile displays should be developed to make apparent vertical flight planning errors. Other concepts such as energy circles could also help the crew detect gross flight planning errors. For automatic detection, systems should be developed that can track pilot activity, infer pilot intent and inform the crew of potential errors before their consequences are realized. Systems that perform a reasonableness check on flight plan modifications by checking route length and magnitude of course changes are simple examples. Another example would be a system that checked the aircraft's planned altitude against a data base of world terrain elevations. Information is given in viewgraph form

Modulatory effects of positive mood on cognition : lessons from attention and error monitoring.

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Post-error brain activity correlates with incidental memory for negative words

The present study had three main objectives. First, we aimed to evaluate whether short-duration affective states induced by negative and positive words can lead to increased error-monitoring activity relative to a neutral task condition. Second, we intended to determine whether such an enhancement is limited to words of specific valence or is a general response to arousing material. Third, we wanted to assess whether post-error brain activity is associated with incidental memory for negative and/or positive words. Participants performed an emotional stop-signal task that required response inhibition to negative, positive or neutral nouns while EEG was recorded. Immediately after the completion of the task, they were instructed to recall as many of the presented words as they could in an unexpected free recall test. We observed significantly greater brain activity in the error-positivity (Pe) time window in both negative and positive trials. The error-related negativity amplitudes were comparable in both the neutral and emotional arousing trials, regardless of their valence. Regarding behavior, increased processing of emotional words was reflected in better incidental recall. Importantly, the memory performance for negative words was positively correlated with the Pe amplitude, particularly in the negative condition. The source localization analysis revealed that the subsequent memory recall for negative words was associated with widespread bilateral brain activity in the dorsal anterior cingulate cortex and in the medial frontal gyrus, which was registered in the Pe time window during negative trials. The present study has several important conclusions. First, it indicates that the emotional enhancement of error monitoring, as reflected by the Pe amplitude, may be induced by stimuli with symbolic, ontogenetically learned emotional significance. Second, it indicates that the emotion-related enhancement of the Pe occurs across both negative and positive conditions, thus it is preferentially driven by the arousal content of an affective stimuli. Third, our findings suggest that enhanced error monitoring and facilitated recall of negative words may both reflect responsivity to negative events. More speculatively, they can also indicate that post-error activity of the medial prefrontal cortex may selectively support encoding for negative stimuli and contribute to their privileged access to memory

Comprehension and error monitoring in simultaneous interpreters

In the current study we explored lexical, syntactic, and semantic processes during text comprehension in English monolinguals and Spanish/English (first language/second language) bilinguals with different experience in interpreting (nontrained bilinguals, interpreting students and professional interpreters). The participants performed an error-detection task in which they read English texts and tried to identify lexical, syntactic, and semantic errors embedded in texts. After reading, global comprehension of the texts was assessed by means of a sentence verification task and open/ended questionnaire. The results showed that the interpreters detected more syntactic and semantic errors than monolinguals, nontrained bilinguals and interpreting students. They also had better global comprehension. We discussed the consequences of bilingualism, working memory capacity, and training in interpreting on text comprehension

An fMRI study of error monitoring in Montessori and traditionally-schooled children.

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

THE CORRELATION BETWEEN USING ERROR MONITORING STRATEGY AND ABILITY IN WRITING ANALYTICAL EXPOSITION TEXT OF THE SECOND YEAR STUDENTS AT SENIOR HIGH SCHOOL AL-HUDA PEKANBARU

Menulis adalah salah satu keahlian dalam bahasa inggris yang perlu dipelajari oleh siswa-siswa termasuk siswa kelas dua SMA Al-Huda Pekanbaru. Oleh karena itu siswa diharapkan mampu menguasai keahlian menulis. Berdasarkan fakta, siswa tersebut mengalami kesulitan-kesulitan dalam menulis khususnya teks eksposisi analisis. Dalam hal ini, peneliti menyediakan strategi error monitoring untuk meningkatkan kemampuan siswa dalam menulis teks eksposisi analisis karena strategi tersebut adalah strategi yang sesuai untuk membantu siswa menulis teks tersebut. Tujuan dari penelitian ini adalah untuk mengetahui implementasi dari strategi error monitoring pada siswa kelas dua SMA Al-Huda Pekanbaru, untuk mengetahui kemampuan siswa dalam menulis teks eksposisi analisis dengan menggunakan strategi error monitoring, dan untuk mengetahui apakah ada hubungan yang signifikan antara penggunaan strategi error monitoring dan kemampuan dalam menulis teks eksposisi analisis pada siswa kelas dua SMA AlHuda Pekanbaru. Pada penelitian ini, jenis penelitian yang digunakan adalah penelitian bivariat korelasi. Peneliti menggunakan kelas IPA sebagai sampel. Jumlah seluruh sampel adalah 58 siswa. Teknik untuk mengumpulkan data adalah observasi, tes, dan interviu. Subjek penelitian ini adalah siswa kelas dua SMA Al-Huda Pekanbaru. Berdasarkan temuan penelitian, angka hubungan signifikan 0.2500.325. Ini berarti bahwa Ha diterima dan Ho ditolak. Jadi, bisa disimpulkan bahwa ada hubungan yang signifikan antara penggunaan strategi error monitoring dan kemampuan dalam menulis teks eksposisi analisis pada siswa kelas dua SMA Al-Huda Pekanbar