Text topic moderates judgment bias: the CLT text produced higher overconfidence for application performance than the CVT text¶

Claim · All claims
Evidence · 1 study · causal r2 · q3 · i2 medium
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i2 In Experiment 1 preparatory analyses, the CLT text yielded higher overconfidence for application test performance than the CVT text (d = 0.54). → Knellesen 2024

Evidence¶

Knellesen 2024¶

Knellesen, J., Händel, M., & Golke, S. (2024). Effects of reading instructions on pre-service teachers' judgment bias when learning from texts. Metacognition and Learning. https://doi.org/10.1007/s11409-023-09371-w

q3 · i2 · causal · r2

Preparatory analysis of Experiment 1 comparing text topics: the analysis "revealed a significant effect of text topic", with the CLT text showing "higher overconfidence for application test performance" than the CVT text (printed ΔM = 10.10, t(128) = 3.07, p = .003, d = 0.54). All subsequent analyses were therefore conducted per text.

"and higher overconfidence for application test performance, /u1D6E5M = 10.10, 95% CI [3.60, 16.61]; t(128) = 3.07, p = .003, d = 0.54, compared to the CVT text."

Discussion¶

Related Claims¶

• Application reading instructions did not reduce overestimation of application performance (no debiasing effect), with effects varying by text — related
• Under general reading instructions, pre-service teachers significantly overestimate their application test performance — a broader claim this one bears on
• 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 — related