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Children's Cognitive Reflection Predicts Conceptual Understanding in Science and Mathematics
Andrew G Young1, Andrew Shtulman2
1Department of Psychology, Northeastern Illinois University.
Psychological Science
|October 5, 2020
Summary
This study introduces the Cognitive Reflection Test-Developmental (CRT-D) for children. The CRT-D effectively predicts science and math understanding, highlighting the importance of cognitive reflection in early learning.
Area of Science:
- Developmental Psychology
- Cognitive Science
- Educational Psychology
Background:
- The Cognitive Reflection Test (CRT) measures reflective analytic thinking in adults.
- The standard CRT is not suitable for children.
- A need exists for a child-appropriate measure of cognitive reflection.
Purpose of the Study:
- To examine the Cognitive Reflection Test-Developmental (CRT-D) in school-age children.
- To investigate the CRT-D's predictive utility in science and mathematics conceptual understanding.
- To establish the importance of cognitive reflection in early learning domains.
Main Methods:
- 152 school-age children completed the CRT-D.
- Participants also completed measures of executive functioning and rational thinking.
- Children's understanding of vitalist-biology and mathematical-equivalence concepts was assessed.
Main Results:
- CRT-D performance significantly predicted conceptual understanding in both science and mathematics.
- These predictions remained significant after controlling for age, executive functioning, and rational thinking.
- Cognitive reflection was shown to support conceptual knowledge in early science and math.
Conclusions:
- The CRT-D is a valuable tool for assessing cognitive reflection in children.
- Cognitive reflection plays a crucial role in the development of scientific and mathematical understanding.
- The CRT-D facilitates research into the development and impact of children's cognitive reflection.
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