Mechanisms of epistemic change – Exploring the role of (non-)resolvable diverging information in epistemic change
Author(s) / Creator(s)
Kerwer, Martin
Rosman, Tom
Abstract / Description
Within this study protocol, we outline and thereby preregister planned procedures for data collection and data analysis of the study “Mechanisms of epistemic change – Exploring the role of (non-)resolvable diverging information in epistemic change”:
Research on how to influence individuals’ (and especially higher education students’) epistemic beliefs (i.e., beliefs about the nature of knowledge and knowing) is thriving because these beliefs have been shown to affect how individuals acquire and evaluate knowledge. Out of this growing body of research, presenting diverging information (i.e., conflicting knowledge claims) emerged as an especially promising method for promoting epistemic change. Based on this finding, Rosman and colleagues developed the resolvable controversies intervention. Although the resolvable controversies intervention’s overall efficacy is well established, results of a recent study, in which we scrutinized its theoretical underpinnings, were ambiguous (Kerwer & Rosman, in press). In the corresponding article, we discussed several issues – mainly with regard to the design of the intervention materials – as possible explanations for these unexpected findings (Kerwer & Rosman, in press). In the planned study, we will empirically address these issues and test if our initially in Kerwer and Rosman (in press) proposed hypotheses hold true if they are resolved.
Keyword(s)
epistemic beliefs epistemic change diverging information experimental study gender stereotypes higher educationPersistent Identifier
PsychArchives acquisition timestamp
2018-11-13 11:53:12 UTC
Citation
Kerwer, M., & Rosman, T. (2018). Mechanisms of epistemic change – Exploring the role of (non-)resolvable diverging information in epistemic change. Leibniz Institut für Psychologische Information und Dokumentation (ZPID). https://doi.org/10.23668/psycharchives.937
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Kerwer_Rosman_Preregistration.pdfAdobe PDF - 191.84KBMD5: 7c1a676eb2c219dd8d830b5f1ca38bc3
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There are no other versions of this object.
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Author(s) / Creator(s)Kerwer, Martin
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Author(s) / Creator(s)Rosman, Tom
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PsychArchives acquisition timestamp2018-11-13T11:53:12Z
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Made available on2018-11-13T11:53:12Z
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Date of first publication2018
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Abstract / DescriptionWithin this study protocol, we outline and thereby preregister planned procedures for data collection and data analysis of the study “Mechanisms of epistemic change – Exploring the role of (non-)resolvable diverging information in epistemic change”: Research on how to influence individuals’ (and especially higher education students’) epistemic beliefs (i.e., beliefs about the nature of knowledge and knowing) is thriving because these beliefs have been shown to affect how individuals acquire and evaluate knowledge. Out of this growing body of research, presenting diverging information (i.e., conflicting knowledge claims) emerged as an especially promising method for promoting epistemic change. Based on this finding, Rosman and colleagues developed the resolvable controversies intervention. Although the resolvable controversies intervention’s overall efficacy is well established, results of a recent study, in which we scrutinized its theoretical underpinnings, were ambiguous (Kerwer & Rosman, in press). In the corresponding article, we discussed several issues – mainly with regard to the design of the intervention materials – as possible explanations for these unexpected findings (Kerwer & Rosman, in press). In the planned study, we will empirically address these issues and test if our initially in Kerwer and Rosman (in press) proposed hypotheses hold true if they are resolved.en_US
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Publication statusother
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CitationKerwer, M., & Rosman, T. (2018). Mechanisms of epistemic change – Exploring the role of (non-)resolvable diverging information in epistemic change. Leibniz Institut für Psychologische Information und Dokumentation (ZPID). https://doi.org/10.23668/psycharchives.937en
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Persistent Identifierhttps://hdl.handle.net/20.500.12034/745
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Persistent Identifierhttps://doi.org/10.23668/psycharchives.937
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Language of contentengen_US
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Keyword(s)epistemic beliefsen_US
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Keyword(s)epistemic changeen_US
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Keyword(s)diverging informationen_US
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Keyword(s)experimental studyen_US
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Keyword(s)gender stereotypesen_US
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Keyword(s)higher educationen_US
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Dewey Decimal Classification number(s)150
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TitleMechanisms of epistemic change – Exploring the role of (non-)resolvable diverging information in epistemic changeen_US
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DRO typepreregistrationen_US