Students recognize more belief-consistent science facts than belief-inconsistent facts, an effect appearing on recognition but not recall tests¶

Claim · All claims
Evidence · 1 study · causal r2 · q3 · i1 small
Currency · newest study 1992 · not yet checked against its sources · not reviewed by a person
Evidence quality · No study behind this claim is a peer-reviewed article with a DOI: it rests on an ERIC document (a report, conference paper or thesis). It is kept because 2 design pages cite it; treat it as a lead to check, not an established finding.

Subclaims¶

q3 i? In Experiment 1, both immediate and 14-day recognition showed a main effect for fact type favoring belief-consistent facts. → Woloshyn 1992

Evidence¶

Woloshyn 1992¶

Woloshyn, Vera E.; Paivio, Allan; Pressley, Mike. (1992). Using Elaborative Interrogation To Help Students Overcome Their Inaccurate Science Beliefs. https://eric.ed.gov/?id=ED356949

q3 · i1 · causal · r2

Experiment 1 fact-type analysis: no significant fact-type differences on free or cued recall, but on both recognition tests "Subjects recognized more facts that were consistent with prior knowledge than facts that were inconsistent with their existing beliefs" (F(1,58) > 16.40, p<.001).

"However, for both immediate and 14-day recognition tests, there was a main effect for fact type [F(1,58) > 16.40, p<.001]. Subjects recognized more facts that were consistent with prior knowledge than facts that were inconsistent with their existing beliefs (a < 3.16)."

Discussion¶

Related Claims¶

• Instruction that confronts science misconceptions (conceptual-conflict interventions, refutation text) produces conceptual change more often than standard exposition — the general claim this finding bears on, with the studies behind it
• Elaborative interrogation instructions produce better recall and recognition of science facts than reading-for-understanding instructions — related
• In one experiment, refutational text (misbelief stated first, then fact) enhanced free recall relative to traditional text and free and cued recall relative to inverted refutational text, but its reported 14-day recognition advantage was over inverted refutational text only — related
• Elaborative-interrogation students are less confident in their incorrect recognition selections than reading controls, who express great confidence in erroneous answers — related
• Prior-knowledge activation instructions before study had little effect on retention in Experiment 2 — related
• SRL interventions for teachers become more effective when addressing teachers' opposing beliefs to facilitate conceptual change — related
• Misconceptions were addressed in nine reviewed articles, all in science, via augmented activation, refutation texts, or analogical reasoning, though one study found activating inaccurate information may not be detrimental — related