Educating for Meta-Reasoning: An Instructional Intervention to Support Adaptive Cognition

• In Event: AERA Poster Session Friday 1:45 pm
  In Poster Session: Instructional Design, Feedback, and Learning Strategies

Abstract

The purpose of this paper is to present the effects of a thinking style intervention on meta-reasoning performance. In addition, it tests a theoretically inspired mediator: deliberation time, as a potential mechanism tying the educative content of the intervention to meta-reasoning. This is accomplished through a randomized control trial of undergraduates (N = 364) assigned to online modules promoting responsible epistemic habits, collecting data on intuitive judgement tasks, sensitivity judgements, and objective deliberation markers. Compared to controls, the treatment group showed improved reasoning through increased deliberation and greater metacognitive sensitivity—without overthinking when reflection was unhelpful. These findings suggest that meta-reasoning is not only malleable through instruction but also serves an adaptive role in guiding effortful deliberation.

Author

• Gabe Avakian Orona, Boston College