Of uzbekistan fergana state university foreign languages faculty

Mistakes act as clues to the correct answer
Some research proposes that making mistakes might act as a stepping-stone to eventually reaching the correct answer. Mistakes therefore act as cues to help students remember the correct information. Recursive reminding, Reconsolidation and Prediction Error. Recursive reminding is the idea that making mistakes allows students to remember the context in which they learnt the information or in which they incorrectly answered a similar question. In other words, the mistake acts as a cue to help students remember the context surrounding specific information, making it easier to recall. Reconsolidation is the idea that the first step to correcting a mistake is being aware that you’re making a mistake. When students learn that their answer is incorrect, it prompts them to seek out the correct one and consolidate it in their memory. Prediction error is the idea that learning happens when there is an inconsistency between students' expectations and the actual outcome. For example, if students simply predict the answer to a question, then they aren’t learning anything new. Making mistakes evokes a surprise or attentional reaction, so students are likely to learn something new.
When do mistakes help students learn?
However, saying that mistakes equal learning in all situations wouldn’t be true. So, under which conditions does it work? Research has suggested that making mistakes is only beneficial to learning when students are producing informed mistakes, rather than just making an arbitrary guess by taking a shot in the dark. It is also important to note that research has suggested that although making mistakes can be beneficial to student learning, being exposed to another person’s mistakes does not have this effect. Some researchers have investigated the effect of confidence when making mistakes on learning. In these studies, participants answer a general knowledge question, and then rate how confident they are in their answer. They are then given feedback and told what the correct answer actually was. Research suggests that high-confidence mistakes are more likely to be corrected in the future.