| Autor: |
Fitzsimmons, Charles, Thompson, Clarissa, Taber, Jennifer, Mielicki, Marta, Coifman, Karin, Sidney, Pooja, Matthews, Percival, Scheibe, Daniel, Schiller, Lauren, Waters, Erika |
| Rok vydání: |
2022 |
| Předmět: |
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| DOI: |
10.17605/osf.io/vxm8d |
| Popis: |
People are constantly making judgments about incoming health information. This fact is particularly relevant in 2020 as new information is frequently conveyed related to the COVID-19 global pandemic. Our interdisciplinary team collected data from 1,297 adults at the onset of the COVID-19 pandemic to determine the effects of a novel, brief online educational intervention. The data related specifically to leveraging cognitive science principles to help people learn and preventing whole number bias (WNB) errors are presented in another paper (https://psyarxiv.com/hukyv/). The current project focuses on the participants’ confidence ratings that were made after having solved health-related math problems and typing in the strategies that they used to solve the problems. One confidence judgment was made at pretest, and three were made immediately after participants engaged in the educational intervention. In the current paper, we will (a) investigate whether pretest confidence judgments and experimental condition (educational intervention vs. business-as-usual control) predict post-intervention confidence judgments, (b) explore whether those who make whole number bias errors (as indicated in their open-ended strategy reports) have higher or lower confidence judgments as compared to those who do not report a whole number bias error, and (c) investigate the individual differences that predict confidence judgments on the health-related math problems. We will also explore whether metacognitive accuracy differs with respect to experimental condition. This study was supported in part by U.S. Department of Education Institute of Education Sciences Grants R305A160295 and R305U200004 to C.A. Thompson at Kent State University. |
| Databáze: |
OpenAIRE |
| Externí odkaz: |
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