@article{Eskreis-Winkler2019,

title = {Not Learning From Failure—the Greatest Failure of All},

author = {Lauren Eskreis-Winkler and Ayelet Fishbach},

url = {https://doi.org/10.1177/0956797619881133},

doi = {10.1177/0956797619881133},

issn = {1467-9280},

year  = {2019},

date = {2019-11-08},

urldate = {2019-12-18},

journal = {Psychological science},

volume = {30},

number = {12},

pages = {1733–1744},

abstract = {Our society celebrates failure as a teachable moment. Yet in five studies (total N = 1,674), failure did the opposite: It undermined learning. Across studies, participants answered binary-choice questions, following which they were told they answered correctly (success feedback) or incorrectly (failure feedback). Both types of feedback conveyed the correct answer, because there were only two answer choices. However, on a follow-up test, participants learned less from failure feedback than from success feedback. This effect was replicated across professional, linguistic, and social domains—even when learning from failure was less cognitively taxing than learning from success and even when learning was incentivized. Participants who received failure feedback also remembered fewer of their answer choices. Why does failure undermine learning? Failure is ego threatening, which causes people to tune out. Participants learned less from personal failure than from personal success, yet they learned just as much from other people’s failure as from others’ success. Thus, when ego concerns are muted, people tune in and learn from failure.},

keywords = {},

pubstate = {published},

tppubtype = {article}

}

@article{Schaefer2019,

title = {Open-label placebos reduce test anxiety and improve self-management skills: A randomized-controlled trial},

author = {Michael Schaefer and Claudia Denke and Rebecca Harke and Nina Olk and Merve Erkovan and Sören Enge},

url = {https://doi.org/10.1038/s41598-019-49466-6},

doi = {10.1038/s41598-019-49466-6},

issn = {2045-2322},

year  = {2019},

date = {2019-09-16},

urldate = {2019-12-18},

journal = {Nature Scientific Reports},

volume = {9},

number = {13317},

abstract = {Test anxiety is a condition in which people experience extreme distress and anxiety before and in test situations. It affects up to 40 percent of all students. Conventional treatment includes both medication and psychotherapy, but studies also demonstrated that placebos affect anxiety symptoms. Although in the traditional understanding placebos need to be administered in a concealed way, intriguing new studies report that open-label placebos can be effective. Since prescription of fake pills involves ethical problems, open-label placebos may provide important new treatment possibilities. Here we report results of a pilot study examining whether open-label placebos may reduce test anxiety and improve self-management skills. 58 students participated in a two-group randomized controlled trial. Two weeks before an exam at the university participants received open-label placebos or no pills (control group). Participant – provider relationship and amount of contact time was held similar for all groups. After two weeks we found that test anxiety and self-management abilities (skills and resources) of the open-label placebo group were more improved than in the control group. Thus, our results seems to indicate that open-label placebos may reduce test anxiety and enhance self-management skills in students.},

keywords = {},

pubstate = {published},

tppubtype = {article}

}