The correlation between conceptual understanding and procedural execution weakened over time, becoming largely independent after one year¶

Claim · All claims
Evidence · 1 study · associational r2 · q3
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Cross-sectional correlations between rubric dimensions were positive but shrinking across time points, and at T2 were uniformly weak and nonsignificant. → Francisco José Jiménez-Hornero 2026

Evidence¶

Francisco José Jiménez-Hornero 2026¶

Francisco José Jiménez-Hornero, Eduardo Gutiérrez de Ravé. (2026). Conceptual and procedural knowledge retention in data visualization: a longitudinal study of doctoral learning and instructional design implications. Instructional Science. https://doi.org/10.1007/s11251-026-09808-0

q3 · i? · associational · r2

Pearson correlations between rubric dimensions computed separately at T0, T1, and T2. At T0 several were near zero or slightly negative and nonsignificant; by T1 coefficients were positive but smaller; at T2 all were weak and nonsignificant.

"At T2, all correlations remained positive yet uniformly weak and nonsignificant, reflecting that, after one year without reinforcement, conceptual understanding and procedural execution became largely independent dimensions of visualization competence."

Discussion¶

Related Claims¶

• Doctoral students' conceptual understanding of data visualization declined significantly over twelve months following structured instruction
• Procedural losses were steepest for axis labeling and annotations, while conceptual losses were steepest for explanation of scales and terminology
• Procedural execution in data visualization declined significantly and more steeply than conceptual understanding over twelve months
• Inhibition relates to procedural skill in secondary-school children but to conceptual understanding in adults