Improving Cognitive Reflection: Examining an Experimental Protocol on Reasoning Processes Across Student Groups

• In Event: Cognitive and Metacognitive Processes to Improve Learning

Abstract

Individual differences in cognitive abilities play an important role throughout educational trajectories, and across the lifespan. While many practices and interventions aim to enhance critical thinking skills, few, if any, target fundamental thinking dispositions that promote sustained reflective habits. In this study, we present an experimental protocol whereby undergraduate students were randomized to either a novel thinking disposition intervention (training on the qualities of good thinkers, such as boosting motivation for deliberation) or control condition. A performance-based measure of cognitive reflection was assessed pretest and posttest. After the length of the term, students in the treatment significantly outperformed those in the control condition. Additionally, we examine how the intervention worked across marginalized subgroups, such as gender, ethnicity, and income status.

Author

• Gabe Avakian Orona, Boston College