Process-tracing measures should accompany outcome measures because process changes may not be immediately reflected in outcomes¶

Claim · All claims
Evidence · 1 study · review r2 · q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Positive changes in process may not be immediately reflected in outcome measures; the authors call for process-tracing measures (e.g., gaze, verbal reports, kinematics, neurophysiology) alongside outcome measures in skill acquisition research. → Williams 2017

Evidence¶

Williams 2017¶

Williams, A. M., Fawver, B., & Hodges, N. J. (2017). Using the 'expert performance approach' as a framework for examining and enhancing skill learning: Improving understanding of how experts learn. Frontline Learning Research, 5(3), 139–154. https://doi.org/10.14786/flr.v5i3.267

q2 · i? · the article prints no effect size for this finding · review · r2

This is the review's argumentative claim in Section 3.2, drawing on Processing Efficiency Theory (Eysenck & Calvo) by analogy: anxiety may leave effectiveness unchanged while increasing mental effort, decreasing efficiency. The authors argue learning efficiency and effectiveness "may not necessarily be highly correlated" and call for process measures alongside outcome measures.

"The difficult y in relying on outcome measures is often we have limited understanding of what actually changes during learning and neglect the fact that positive changes in process may not necessarily be (immediately) reflected in changes in outcomes"

Discussion¶

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