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|Title: ||Training complex judgment: The effects of critical thinking and complex judgment|
|Authors: ||Helsdingen, Anne|
Van Gog, Tamara
Van Merriënboer, Jeroen
|Keywords: ||critical thinking|
judgment and decision making
|Issue Date: ||2009|
|Abstract: ||The aim of the studies undertaken for this dissertation was to investigate: (a) whether critical thinking instruction benefits transfer of complex judgment skills, (b) the effects of random and blocked practice schedules on learning, retention and transfer of complex judgment skills and (c) the effects of critical thinking prompts in random and blocked practice schedules. The results of the two field experiments and two laboratory experiments that were undertaken to determine the separate effects of critical thinking and contextual interference, respectively, will not be presented at the ICLEPS video conference. Suffice to note that these experiments showed significant benefits of both critical thinking instruction and random practice schedules for learning complex judgment. The ICLEPS presentation will focus on (c) and discuss the final study into the combined effects of critical thinking and practice schedule.
The final study involved a 2 x 3 factorial experiment (N = 120) with the factors practice schedule (random, blocked) and critical thinking prompts (proactive, retrospective, none). Here, a blocked schedule led to better performance than random practice during learning, but not on the transfer test, where a random schedule was beneficial. An interaction effect was also found: whereas retrospective critical thinking prompts have surplus value in a random schedule, transfer test performance following a blocked schedule is enhanced through proactive critical thinking prompts.
Concluding, critical thinking instruction teaches students a better judgment strategy and enhances understanding of the domain. Furthermore, with a correct timing of critical thinking prompts, not only random but also blocked practice schedules can greatly enhance learning and transfer performance.|
|Description: ||Helsdingen, A. S., Van Gog, T., & Van Merrienboer, J. J. G. (2009). Training complex judgment: The effects of critical thinking and contextual interference. Paper presented at the International Center for Learning, Education and Performance Systems (ICLEPS). Talahassee, Florida: Florida State University.|
|Appears in Collections:||2. LC: Presentations|
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