{"pk":27326,"title":"Refuting Overconfidence:\nRefutation Texts Prevent Detrimental Effects of Misconceptions on Text\nComprehension and Metacomprehension Accuracy in the Domain of Statistics","subtitle":null,"abstract":"Refutation texts are beneficial for removing misconceptions\nand supporting comprehension in science. Whether these\nbeneficial effects hold true in the domain of statistics is,\nhowever, an open question. Moreover, the role of refutation\ntexts for the accuracy in judging one’s own comprehension\n(metacomprehension accuracy) has received little attention.\nTherefore, we conducted an experiment in which students with\nvarying levels of statistical misconceptions read either a\nstandard text or a refutation text in statistics, judged their text\ncomprehension, and completed a comprehension test. The\nresults showed that when students read the standard text,\nhaving more misconceptions resulted in poorer text\ncomprehension and more inaccurate metacomprehension as\nindicated by overconfident predictions. In contrast, when\nstudents read the refutation text, the number of misconceptions\nwas unrelated to text comprehension and metacomprehension\naccuracy. Apparently, refutation texts help students to pay\nattention to inaccuracies in their knowledge and, thereby, can\npromote self-regulated learning from texts.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"metacomprehension accuracy; misconceptions;\nprocedural and conceptual understanding; text comprehension"}],"section":"Posters: Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/39r9t8tk","frozenauthors":[{"first_name":"Anja","middle_name":"","last_name":"Prinz","name_suffix":"","institution":"University of Freiburg","department":""},{"first_name":"Stefanie","middle_name":"","last_name":"Golke","name_suffix":"","institution":"University of Freiburg","department":""},{"first_name":"Jörg","middle_name":"","last_name":"Wittwer","name_suffix":"","institution":"University of Freiburg","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2017-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27326/galley/16962/download/"}]}