Performance on practiced reasoning items and on transfer items continued to improve after 3-week and 9-month delays¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q3
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Learning-item performance improved from the 3-week delayed posttest (M = 53.30) to the 9-month delayed posttest (M = 63.00). → Lara M. van Peppen 2021 q3 i? Transfer-item performance was lower on the 3-week delayed test (M = 19.25) than the 9-month delayed test (M = 24.84). → Lara M. van Peppen 2021 (2)

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

Exploratory 2x4 mixed ANOVA on learning items for the Safety and Security Management subsample (N = 82) showed a main effect of Test Moment, F(1,78) = 21.36, p < .001, ηp² = .22, with no Practice Type effect or interaction.

"participants' performance improved from 3-week delayed posttest (M = 53.30, SE = 2.69) to 9-month delayed posttest (M = 63.00, SE = 2.24)"

Lara M. van Peppen 2021 (2)¶

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

Exploratory 2x4 mixed ANOVA on transfer items (N = 82) showed a main effect of Test Moment, F(1,78) = 9.53, p = .003, ηp² = .11, with no Practice Type effect or interaction.

"participants performed lower on the 3-week delayed test (M = 19.25, SE = 1.60) than the 9-month delayed test (M = 24.84, SE = 1.67)"

Discussion¶

Related Claims¶

• Explicit CT instruction combined with practice improves students' unbiased reasoning on instructed and practiced heuristics-and-biases items from pretest to immediate posttest — related
• Contrasting examples, correct examples, erroneous examples, and practice problems produced no differences in learning gains or transfer of unbiased-reasoning skills — related
• On a delayed assessment 1 to 3 months later, many students transferred their appreciation of variation to another context and could explain the meaning of variation — related
• Gains from an intensive period of second-language study persist for weeks without rehearsal. — related