Explicit CT instruction combined with practice improves students' unbiased reasoning on instructed and practiced heuristics-and-biases items from pretest to immediate posttest¶
Claim · All claims
Evidence · 1 study · causalr2·q3
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? Participants' performance on learning items improved from pretest (M = 27.26) to immediate posttest (M = 49.98), with a large main effect of Test Moment. → Lara M. van Peppen 2021
Evidence¶
Lara M. van Peppen 2021¶
Lara M. van Peppen, Peter P. J. L. Verkoeijen, Anita E. G. Heijltjes, Eva M. Janssen, Tamara van Gog. (2021). Enhancing students' critical thinking skills: is comparing correct and erroneous examples beneficial? Instructional Science. https://doi.org/10.1007/s11251-021-09559-0
q3 · i? · causal · r2
Classroom pretest-intervention-posttest experiment with 170 first-year students; the 2x4 mixed ANOVA on learning items printed Test Moment F(1,166) = 126.48, p < .001, ηp² = .43. The article reports "considerable pretest to immediate posttest gains on practiced items".
"the pretest-immediate posttest analysis showed a main effect of Test Moment on performance on learning items: participants' performance improved from pretest (M = 27.26, SE = 1.43) to immediate posttest (M = 49.98, SE = 1.87)"
Discussion¶
Related Claims¶
- Contrasting examples, correct examples, erroneous examples, and practice problems produced no differences in learning gains or transfer of unbiased-reasoning skills
- Performance on practiced reasoning items and on transfer items continued to improve after 3-week and 9-month delays — related
- Scaffolded third-graders outperformed control students on reasoning based on irrelevant evidence after instruction — related
- General problem-solving heuristics used in controlled conscious problem solving are biologically secondary skills requiring explicit learning — a broader claim this one bears on
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
ct-instruction-practice-improves-unbiased-reasoning |
title |
Explicit CT instruction combined with practice improves students' unbiased reasoning on instructed and practiced heuristics-and-biases items from pretest to immediate posttest |
description |
Explicit CT instruction combined with practice improves students' unbiased reasoning on instructed and practiced heuristics-and-biases items from pretest to immediate posttest |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2021 |
generated |
by process:wiki-ingest on 2026-10-18 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — lara-m-van-peppen-2021 |
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