University students adapt their behavioral processing of discrepant science content as a function of their epistemic cognition and discrepancy type¶
Claim · All claims
Evidence · 1 study · associationalr1·q2
Currency · no dated study recorded · 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.
q2 i? In Study 1, participants adapted their behavioral processing (eye tracking patterns, study times, metacognitive ratings) as a function of their epistemic cognition and the type of conceptual discrepancy encountered. → study1-adaptation
Evidence¶
study1-adaptation¶
Gregory Trevors, Reza Feyzi-Behnagh, Roger Azevedo, François Bouchet. Self-Regulated Learning Processes Vary as a Function of Epistemic Beliefs and Contexts: Mixed Method Evidence from Eye Tracking and Concurrent and Retrospective Reports. Learning and Instruction, 2016, 42, pp.31-46. https://doi.org/10.1016/j.learninstruc.2015.11.003
q2 · i? · associational · r1
Study 1, a multi-study mixed method design, presented university students with science content relaying conceptual discrepancies and collected eye tracking patterns, study times, and metacognitive ratings. The authors report that participants "adapted their behavioral processing as a function of their epistemic cognition and discrepancy type."
"In Study 1 (n = 42), we collected eye tracking patterns, study times, and metacognitive ratings and found that participants adapted their behavioral processing as a function of their epistemic cognition and discrepancy type."
Discussion¶
Learner Variables¶
- Epistemic Beliefs — predictor: learners who differ on it differ in outcomes
Related Claims¶
- Prior knowledge and epistemic self-efficacy as an evaluator of knowledge are important themes in detecting and efficiently resolving conceptual discrepancies — related
- Whether conceptual discrepancies are noticed (or not) and how they are resolved can be traced through concurrent think-aloud protocols and retrospective interviews — related
- Neither self-report nor eye tracking can reliably distinguish strategic from habituated behavior in empirical practice — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
srl-processing-adapts-to-epistemic-cognition-and-discrepancy-type |
title |
University students adapt their behavioral processing of discrepant science content as a function of their epistemic cognition and discrepancy type |
description |
University students adapt their behavioral processing of discrepant science content as a function of their epistemic cognition and discrepancy type |
status |
review |
evidence_strength |
moderate |
generated |
by process:wiki-ingest on 2026-10-22 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — study1-adaptation |
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