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Metacognitive self-judgments when learning from statistics texts

Metakognitive Selbsteinschätzung beim Lernen aus Statistiktexten


I (do not) know that I know nothing 


According to Platon, real wisdom manifests itself when someone knows that he or she does not know. However, learners and particularly leaners with low abilities typically overestimate their performance. In this project we investigate to what extent learners with flawed prior knowledge in the form of misconceptions overestimate their comprehension when learning from texts. Because misconceptions are highly prevalent with regard to statistical contents (e.g., correlation proves causality), we specifically focus on learning from statistics texts. Besides we focus on student teachers because they should be able to ground their professional actions on scientific findings that they read for which they need some statistical knowledge. For successful learning from text, it is crucial that learners monitor and accurately judge their comprehension. Only then, can they recognize and eliminate gaps or flaws in their understanding. Thus, we also examine instructional methods that support learners in accurately judging their comprehension. 



Contact: Anja Prinz

Funding: BMBF (01JA1518A)



Prinz, A., Golke, S., & Wittwer, J. (2018). The double curse of misconceptions: Misconceptions impair not only text comprehension but also metacomprehension in the domain of statistics. Instructional Sciencedoi:10.1007/s11251-018-9452-6

Prinz, A., Golke, S., & Wittwer, J. (2017). Refuting overconfidence: Refutation texts prevent detrimental effects of misconceptions on text comprehension and metacomprehension accuracy in the domain of statistics. In G. Gunzelmann, A. Howes, T. Tenbrink, & E. Davelaar (Eds.), Proceedings of the 39th Annual Conference of the Cognitive Science Society (pp. 2937-2942). London, England: Cognitive Science Society. Retrieved from https://mindmodeling.org/cogsci2017/papers/0555/paper0555.pdf

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