Resurrecting a Classic Design: Examining the Refutational Text Effect Using a Solomon Four-Group Design (Poster 44)

• In Event: AERA Poster Session Ten
  In Poster Session: Cognitive and Motivational Processes: Poster Session Three

Abstract

One point of contention in the refutation text literature is whether testing is a cognitively neutral task. Theoretically, pre-testing could influence learning and metacognitive judgments, but this has not been investigated empirically. In this study, we adopt a Solomon Four-Group Design to investigate the influence of pre-testing when learning from refutational text. We present two concerning findings. First, participants’ metacognitive judgments in the pre-testing groups were significantly higher than their post-only counterparts. Second, a marked advantage for the refutation text group that also received the pre-test. Together, these results indicate that traditional pre-test/post-test experimental designs using refutational texts might be problematic. Scholarly and practical significance was discussed in this paper.

Authors

• Gan Jin, Washington State University
  Presenting Author

• Robert William Danielson, Washington State University - Spokane
  Presenting Author

• Onur Ramazan, Chinese University of Hong Kong
  Presenting Author