The proximal-content advantage on AAT questions is more pronounced for low-achieving examinees¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? An AAT × distance interaction showed the proximal advantage was larger for examinees with below-average AAT scores. → Britt Hadar 2023

Evidence¶

Britt Hadar 2023¶

Britt Hadar, Maayan Katzir, Sephi Pumpian, Tzur Karelitz and Nira Liberman. (2023). Psychological proximity improves reasoning in academic aptitude tests. npj Science of Learning 8:10. https://doi.org/10.1038/s41539-023-00158-x

q2 · i? · associational · r2

Same GLMM analysis of the 2014–2017 AAT corpus (N = 41,209). The printed interaction (B = 0.05, z = 7.64, p < 0.0001) indicated "the advantage of proximal questions over distal questions was more pronounced for low-achieving examinees", shown in Fig. 2.

"An interaction between AAT and distance, B = 0.05, SE = 0.007, z = 7.64, p < 0.0001, indicated that the advantage of proximal questions over distal questions was more pronounced for low-achieving examinees"

Discussion¶

Learner Variables¶

• General Cognitive Ability — moderator: an instructional effect differs with it

Related Claims¶

• Examinees score higher on academic aptitude test verbal reasoning questions with proximal than with distal content — related
• In a high-stakes field exam, proximity improved performance of low-achieving examinees only on questions containing irrelevant details — related
• With logical structure held constant, proximity improves accuracy of low-achieving participants by 28% — related
• In the lab study, distance and relevance of question content did not significantly affect accuracy overall, while AAT score and working-memory capacity each improved it and intensified each other — related