Revisiting the Relationship Between Epistemology and Learning

• In Event: Diverse Methodological Approaches to Exploring Cognitive and Motivational Processes

Abstract

A growing body of research has focused on individual differences that predict learning effectiveness and knowledge acquisition. Little is known as to how differences in epistemology - how one justifies a belief - effect the quality and accuracy of conclusions people draw. With a sample (n=396) of Latino/a adolescents, ages 11-18, in a district where more than two-thirds qualify for free/reduced lunch, we administer a task requiring participants to interpret multiple interacting variables and use different combinations to infer effects on multiple outcomes. Results suggest epistemology – utilization of evidence, theory, mixed evidence/theory, or no justification – used in their explanations, predicted inductive learning skill. However, it was mixed justifications (simultaneous utilization of both evidence and theory) yielding the highest learning performance.

Authors

• Anahid S. Modrek, Thomas Jefferson University

• Austin Smith, University of Pennsylvania

• Heather F. Clark, University of California - Los Angeles

• Jarod N. Kawasaki, California State University - Dominguez Hills

• William A. Sandoval, University of California - Los Angeles