‘Consider the Opposite’ – Effects of elaborative feedback and correct answer feedback on reducing confirmation bias – A pre-registered study

Brussel, Suzan van; Timmermans, Miranda; Verkoeijen, Peter P. J. L.; Paas, Fred

doi:10.1016/j.cedpsych.2020.101844

Cited by 11 publications

(9 citation statements)

References 74 publications

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“…However, in the present study with confirmation bias tasks, participants that processed the instruction through generative learning strategies do not outperform participants who re-study. This in line with other studies (e.g., Van Brussel et al, 2020;Van Peppen et al, 2018). For the hypothesis testing tasks as well as the four-card selection tasks, all participants might have developed heuristics during the intervention phase.…”

Section: Conclusion and Discussionsupporting

confidence: 89%

“…If these heuristics were strong enough to perform better during the final test, then this might have considerably reduced any additional effects of explaining new tasks in the teaching on video and preparing to teach conditions. Therefore, in combination with the reliability challenges of the pre-test and post-test (Van Brussel et al, 2020), for future learning by teaching research it is advised to use tasks that resemble confirmation bias in real-life educational settings. To better understand the beneficial mechanisms of learning by teaching on video as shown in other learning contexts, conceptually replicating the present study with more applied and authentic tasks might lead to finding differences between conditions.…”

Section: Conclusion and Discussionmentioning

confidence: 99%

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Teaching on video as an instructional strategy to reduce confirmation bias—a pre-registered study

et al. 2021

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The aim of this experiment was to examine the effect of different instructional strategies on student teachers' confirmation bias. Confirmation bias refers to the selectivity in finding and using evidence that fits one's own beliefs or hypotheses while neglecting evidence that is opposite to one's own beliefs or hypotheses (Nickerson, 1998). Dutch student teachers (n = 141) took a confirmation bias pre-test and were then randomly assigned to three conditions; teaching on video (TOV), preparing to teach (PTT) and re-study (CC). All participants received text-based instruction on confirmation bias and how it can be mitigated. They also practised with confirmation bias tasks and they received feedback on their answers. Subsequently, participants in the TOV and PTT conditions prepared a lesson about the instructional content and in the TOV condition they taught this lesson on video. After the learning phase, TOV and PTT participants completed a social presence questionnaire. All participants completed an arousal questionnaire and a confirmation bias post-test and a transfer test. The results showed that confirmation bias was reduced to a similar extent in all conditions. Results also showed that the quality of the prepared lesson was highest for TOV participants suggesting they had gained better understanding of the confirmation bias than PTT participants. Furthermore, in contrast to our expectations, PTT participants reported highest social presence scores. TOV participants experienced higher arousal levels compared to CC participants. Transfer scores did not differ between conditions. We discuss theoretical explanations of the findings from the present study.

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Section: Conclusion and Discussionsupporting

confidence: 89%

Section: Conclusion and Discussionmentioning

confidence: 99%

Teaching on video as an instructional strategy to reduce confirmation bias—a pre-registered study

et al. 2021

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“…Heuristics-and-biases tasks have been used for decades to measure unbiased reasoning (e.g. Baron, 2008;Evans, 2003;Gigerenzer & Hug, 1992;Heijltjes et al, 2014a;Heijltjes et al, 2014bHeijltjes et al, , 2015Tversky & Kahneman, 1974;Stanovich et al, 2016;Stanovich & West, 2000;Tversky & Kahneman, 1983;Van Brussel et al, 2020;Wasserman et al, 1990;West et al, 2008). Several studies demonstrated associations between people's performance on heuristics-and-biases tasks and how they reason in more realistic settings (e.g.…”

Section: Discussionmentioning

confidence: 99%

Learning to avoid biased reasoning: effects of interleaved practice and worked examples

Peppen

Verkoeijen

Kolenbrander

et al. 2021

Journal of Cognitive Psychology

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It is yet unclear which teaching methods are most effective for improving critical thinking (CT) skills and especially for the ability to avoid biased reasoning. Two experiments (laboratory: N = 85; classroom: N = 117), investigated the effect of practice schedule (interleaved/blocked) on students' learning and transfer of unbiased reasoning, and whether it interacts with practice-task format (worked-examples/problems). After receiving CT-instructions, participants practiced in: (1) a blocked schedule with worked examples, (2) an interleaved schedule with worked examples, (3) a blocked schedule with problems, or (4) an interleaved schedule with problems. In both experiments, learning outcomes improved after instruction/practice. Surprisingly, there were no indications that interleaved practice led to better learning/transfer than blocked practice, irrespective of task format. The practice-task format did matter for novices' learning: worked examples were more effective than low-assistance practice problems, which demonstrates -for the first timethat the worked-example effect also applies to novices' learning to avoid biased reasoning.

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“…Throughout the research process we were aware as a team that as researchers in our own practice we are particularly vulnerable to inevitable biases (Hammersley and Gomm, 1997). In particular, we took care to avoid the occurrence of confirmation bias (Van Brussel et al, 2020) and the halo effect (Murphy et al, 1993). Although we cannot exclude that in some way both biases occurred.…”

Section: Methodsmentioning

confidence: 99%

Conflicting or co-existing logics – doing action research within the framework of a project in a university

Jałocha

Bogacz-Wojtanowska²,

Góral³

et al. 2022

IJMPB

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PurposeThe aim of the study was to illustrate how three different institutional logics, present in the implementation of action research, interact in a formalised project, in a traditional university setting.Design/methodology/approachThe article is empirical in nature and the research method used is an instrumental case study. The case was the implementation of action research within the framework of an educational project co-financed by EU funds, conducted in a Polish public university. The research process was conducted from September 2017 to November 2019. The following techniques were used: document analysis, in-depth interviews, participatory observation during the project. Constant comparative analysis was used as an analytical approach.FindingsThe study indicates that action research, project management and university management follow different “logics”. The dominant logic of action research is problem-solving, of project management is efficiency and of university management is compliance. These different logics and the relationship between them is explained in the paper.Originality/valueThe research enriches the ongoing discussion on logic multiplicity and project management in a new context – that of the university environment and combines the issue of the implementation of action research with broader conversations on institutional logics.

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‘Consider the Opposite’ – Effects of elaborative feedback and correct answer feedback on reducing confirmation bias – A pre-registered study

Cited by 11 publications

References 74 publications

Teaching on video as an instructional strategy to reduce confirmation bias—a pre-registered study

Teaching on video as an instructional strategy to reduce confirmation bias—a pre-registered study

Learning to avoid biased reasoning: effects of interleaved practice and worked examples

Conflicting or co-existing logics – doing action research within the framework of a project in a university

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