Because of the improvement-oriented nature of peer-feedback activities, students have to deal with errors (e.g., spelling and argumentation errors) when providing and processing peer-feedback on writing assignments. Despite the central role of errors in feedback activities, it is uncertain how students deal with errors and whether the dealing with errors is affected by interpersonal perceptions. Therefore, this study explores (1) whether cognitive sub-phases are distinguishable during the process of dealing with errors and (2) the extent to which dealing with errors is affected by interpersonal perceptions. Six dyads of Dutch 11th grade students provided and processed peer-feedback on argumentative texts while thinking-aloud, and they reflected on the processes in a post-interview. The think-aloud utterances and interviews were analyzed with a mixed-methods design, using quantitative content analyses, and qualitative thematic analyses. The dealing with errors during peer-feedback provision displayed two patterns: error identification either occurred simultaneously with the decoding and often any evaluation-related thoughts lacked, or error-identification occurred as a result of an interpreting/evaluating phase. Also during peer-feedback processing, two main patterns were observable: students either knew immediately whether they agreed with feedback, or they first had to study the feedback more thoroughly. Additionally, interpersonal perceptions seemed to affect most students implicitly during feedback provision, and most students explicitly during feedback processing. As such, this study provides empirical evidence for the existence of cognitive sub-phases in the process of dealing with errors during peer-feedback activities, and portrays how these activities may be affected by interpersonal perceptions.

由于同伴反馈活动以改进为导向，学生在提供和处理写作作业的同伴反馈时必须处理错误（例如拼写和论证错误）。尽管错误在反馈活动中起着核心作用，但学生如何处理错误以及处理错误是否受到人际感知的影响尚不确定。因此，本研究探讨（1）在处理错误的过程中认知子阶段是否可区分；（2）处理错误在多大程度上受到人际感知的影响。六名荷兰 11 年级学生在大声思考的同时提供并处理了同侪对议论文的反馈，他们在采访后反思了这一过程。通过混合方法设计、定量内容分析和定性主题分析，对有声思考的话语和访谈进行了分析。在提供同行反馈期间处理错误显示出两种模式：错误识别要么与解码同时发生，并且通常缺乏任何与评估相关的想法，要么错误识别作为解释/评估阶段的结果发生。此外，在同伴反馈处理过程中，可以观察到两种主要模式：学生要么立即知道他们是否同意反馈，要么首先必须更彻底地研究反馈。此外，人际观念似乎在反馈提供过程中隐性影响大多数学生，而在反馈处理过程中显性影响大多数学生。因此，本研究为处理同伴反馈活动中的错误过程中认知子阶段的存在提供了经验证据，并描绘了这些活动如何受到人际感知的影响。