Learners with more misconceptions made more overconfident comprehension predictions after a standard text with a misconception list, an association not seen with refutation texts or think sheets¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q3
Currency · newest study 2021 · checked against its sources 2026-10-20 (automated, 2 of 2 entries) · not reviewed by a person

Subclaims¶

q3 i? In the control group (a standard text with a list of the targeted misconceptions), learners with more misconceptions were more overconfident in their comprehension predictions; this association was not significant in the refutation-text or think-sheet groups. Misconceptions were measured, not manipulated, so the association does not show that they cause overconfidence. → Anja Prinz 2021 q3 i? The overall interaction between misconceptions and instructional method on bias of comprehension predictions was marginally significant. → Anja Prinz 2021 (2)

Evidence¶

Anja Prinz 2021¶

Anja Prinz, Stefanie Golke, Jörg Wittwer. (2021). Counteracting detrimental effects of misconceptions on learning and metacomprehension accuracy: The utility of refutation texts and think sheets. Instructional Science. https://doi.org/10.1007/s11251-021-09535-8

q3 · i? · causal · r2

Conditional effect on prediction bias (signed difference between predicted and actual questions correct) in the randomized experiment, where instructional method was randomized and misconceptions were measured beforehand: in the control group, which read the standard text together with a list of the targeted misconceptions, more misconceptions went with greater overconfidence; the conditional effects in the other groups were not significant. Because misconceptions were not manipulated, this is an association within the control condition, not evidence that misconceptions cause overconfidence.

"In the control group, the effect of misconceptions on bias was sig- nificant and positive, b = 0.55, SE = 0.22, t(91) = 2.56, p = .012, indicating that more misconceptions resulted in greater overconfidence."

Anja Prinz 2021 (2)¶

Anja Prinz, Stefanie Golke, Jörg Wittwer. (2021). Counteracting detrimental effects of misconceptions on learning and metacomprehension accuracy: The utility of refutation texts and think sheets. Instructional Science. https://doi.org/10.1007/s11251-021-09535-8

q3 · i? · causal · r2

Omnibus moderation test on comprehension-prediction bias in the same experiment: "∆R2 = .06, F(2, 86) = 2.76, p = .069". The think-sheet/control interaction was significant (b = −0.68, p = .031) and the refutation-text/control interaction marginal. The control condition was the standard text plus a list of the targeted misconceptions, and misconceptions were measured rather than manipulated, so the moderation describes how the misconception–overconfidence association differed by condition.

"The analysis on bias of comprehension predictions revealed that there was a marginally significant overall interaction between misconceptions and instructional method, ∆R2 = .06, F(2, 86) = 2.76, p = .069."

Discussion¶

Related Claims¶

• Misconceptions impair comprehension of a standard text, and both a refutation text and a think sheet compensate for this detrimental effect — related
• Learners with more misconceptions who completed a think sheet were more underconfident in predicting their transfer performance — related
• Completing a think sheet yields higher response-confidence accuracy than reading a refutation text or a standard text with a misconception list — related
• Misconceptions did not impair transfer in the strong control condition, but learners with more misconceptions in the think-sheet group transferred better — related
• Completing the think sheet more accurately was associated with higher comprehension, transfer, and regulation decision adequacy — related
• Text topic moderates judgment bias: the CLT text produced higher overconfidence for application performance than the CVT text — related
• Refutation texts produce greater conceptual change about multimedia-learning misconceptions than standard texts in student teachers — related
• Under reading-only, students with more misconceptions achieved better comprehension, but completing a think sheet removed this effect of misconceptions on comprehension — related
• Judgment accuracy of comprehension did not depend on misconceptions or instructional method — related
• Misconceptions were addressed in nine reviewed articles, all in science, via augmented activation, refutation texts, or analogical reasoning, though one study found activating inaccurate information may not be detrimental — related