Calibration to Task Complexity: The Role of Epistemic Cognition

Published on Jan 1, 2020in Journal of Experimental Education
· DOI :10.1080/00220973.2019.1584740
Marianne Chevrier5
Estimated H-index: 5
(McGill University),
Krista R. Muis25
Estimated H-index: 25
(McGill University),
Ivana Di Leo6
Estimated H-index: 6
(McGill University)
AbstractWe examined the role of epistemic cognition in calibration to task complexity before and during learning. Sixty-six undergraduate students were presented with two learning tasks—a simple task and a more complex task—in random order. Prior to learning, offline measures of learners’ epistemic beliefs about climate change were taken. An open-ended questionnaire was then used to capture task definitions, goals, and plans. To assess online epistemic cognition and learning strategies used during learning, a think-aloud protocol was employed. Results showed that epistemic beliefs before learning predicted epistemic cognition during learning. Further, results demonstrated that calibration to task complexity before learning was not related to epistemic beliefs but was related to epistemic cognition during learning. These findings suggest that individuals engage in epistemic cognition during learning to better understand the nature of the knowledge to be learned and that this results in better calibration o...
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Correction Notice: An Erratum for this article was reported online in Journal of Educational Psychology on Sep 3 2018 (see record 2018-43394-001). In the article, there is an error in Table 7 which contained a production-related error. Overall N was listed as “1,9,319” when it should be “159,319.” All versions of this article have been corrected. Please see erratum for full description.] Epistemic cognition, defined as the ways that people acquire, justify, and use knowledge, has been a prominen...
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