Expert example standards increase subjective task difficulty and mental effort during example evaluation¶
Claim · All claims
Evidence · 1 study · causalr3·q3·i1small
Currency · newest study 2022 · 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 i1 Learners with expert example standards rated evaluating their examples as more difficult and invested more mental effort than counterparts without them (both ηp2 = .03). → Linda Froese 2022
Evidence¶
Linda Froese 2022¶
Linda Froese, Julian Roelle. (2022). Expert example standards but not idea unit standards help learners accurately evaluate the quality of self-generated examples. Metacognition and Learning. https://doi.org/10.1007/s11409-022-09293-z
q3 · i1 · causal · r3
In the N = 131 experiment, ANOVA on 7-point subjective task-difficulty ratings during evaluation showed a significant main effect of expert example standards, ηp2 = .03; mental effort showed a parallel significant effect, ηp2 = .03.
"However, there was a statistically significant main effect of expert example standards, F(1, 127) = 4.16, p = .043, ηp2 = .03. The learners who received expert example standards experienced evaluating their examples as more difficult than their counterparts."
Discussion¶
Related Claims¶
- Providing expert example standards reduces bias in learners' evaluations of self-generated examples — related
- Invested mental effort and perceived task difficulty are strongly correlated yet relate differently to relative task difficulty, indicating the two ratings measure different aspects of overall cognitive load — related
- Model-observer gender combination affects mental effort invested during example study: male students invest less effort with a male model, female students more effort with a male model — related
- Learners invest more mental effort in media they perceive as difficult, so multimedia should raise perceived demand characteristics — a broader claim this one bears on
- Providing a rubric reduces perceived difficulty of self-assessment but not invested mental effort — related
- Both expert and negative example standards increase perceived mental effort during example evaluation, and negative standards increase perceived task difficulty — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
expert-standards-increase-difficulty-effort |
title |
Expert example standards increase subjective task difficulty and mental effort during example evaluation |
description |
Expert example standards increase subjective task difficulty and mental effort during example evaluation |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2022 |
generated |
by process:wiki-ingest on 2026-10-18 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — linda-froese-2022 |
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