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Related Concept Videos

Confirmation Biases01:31

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The confirmation bias is the tendency to focus on information that confirms our existing beliefs and ignore information that is inconsistent with our expectations. For example, if you think that your professor is not very nice, you notice all of the instances of rude behavior exhibited by the professor while ignoring the countless pleasant interactions he is involved in on a daily basis. Have you ever fallen prey to the confirmation bias, either as the source or target of such bias?
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When we hold a stereotype about a person, we have expectations that he or she will fulfill that stereotype. A self-fulfilling prophecy is an expectation held by a person that alters his or her behavior in a way that tends to make it true. When we hold stereotypes about a person, we tend to treat the person according to our expectations. This treatment can influence the person to act according to our stereotypic expectations, thus confirming our stereotypic beliefs. Research by Rosenthal and...
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A revisionist approach to Jean Piaget's theory of cognitive development has brought new insights that challenge and reinterpret his established ideas. Piaget proposed that the formal operational stage, emerging in adolescence, represents the culmination of cognitive maturity. During this stage, individuals are said to develop abstract thinking, engage in systematic problem-solving, and show a form of egocentrism, believing others are as preoccupied with their behavior as they are...
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Scientists typically make repeated measurements of a quantity to ensure the quality of their findings and to evaluate both the precision and the accuracy of their results. Measurements are said to be precise if they yield very similar results when repeated in the same manner. A measurement is considered accurate if it yields a result that is very close to the true or the accepted value. Precise values agree with each other; accurate values agree with a true value. 
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Cognitive Dissonance01:38

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Social psychologists have documented that feeling good about ourselves and maintaining positive self-esteem is a powerful motivator of human behavior (Tavris & Aronson, 2008). In the United States, members of the predominant culture typically think very highly of themselves and view themselves as good people who are above average on many desirable traits (Ehrlinger, Gilovich, & Ross, 2005). Often, our behavior, attitudes, and beliefs are affected when we experience a threat to our...
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While variables are sometimes correlated because one does cause the other, it could also be that some other factor, a confounding variable, is actually causing the systematic movement in our variables of interest. For instance, as sales in ice cream increase, so does the overall rate of crime. Is it possible that indulging in your favorite flavor of ice cream could send you on a crime spree? Or, after committing crime do you think you might decide to treat yourself to a cone?
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Related Experiment Video

Updated: Jun 19, 2025

The Modified Temptation Resistance Task: A Paradigm to Elicit Children's Strategic Lie-telling
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Overturning Children's Misconceptions about Ruler Measurement: The Power of Disconfirming Evidence.

Mee-Kyoung Kwon1, Eliza Congdon2, Raedy Ping3

  • 1Department of Child Studies, Seoul Women's University, Seoul 01797, Republic of Korea.

Journal of Intelligence
|July 26, 2024
PubMed
Summary

Children improved their understanding of ruler units when shown disconfirming evidence, which involved counting units not aligned with the ruler

Keywords:
analogycognitive developmentdisconfirming evidenceeducationlinear measurementmathematical developmentspatial cognitionstructural alignment

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Area of Science:

  • Cognitive psychology
  • Educational psychology
  • Mathematics education

Background:

  • Children often struggle with fundamental measurement concepts, particularly understanding rulers as spatial intervals.
  • Instructional methods may significantly influence children's grasp of these foundational measurement ideas.

Purpose of the Study:

  • To investigate how evidence-based learning tools, specifically disconfirming evidence and structural alignment, impact children's understanding of ruler units.
  • To compare the effectiveness of these tools individually and in combination against standard instruction.

Main Methods:

  • Three experiments were conducted with 120 second graders using a pre-test/training/post-test design.
  • Participants were randomly assigned to six conditions, including disconfirming evidence, structural alignment, combined approach, and control.
  • 88 students who scored below chance on the pre-test received training, with analysis focusing on improvement.

Main Results:

  • Training incorporating disconfirming evidence led to significant improvements in understanding ruler units.
  • Structural alignment alone or standard instruction did not yield significant improvements.
  • Exploratory analysis indicated faster and better retention of learning when structural alignment was combined with disconfirming evidence.

Conclusions:

  • Disconfirming evidence is an effective tool for teaching children the concept of ruler units as spatial intervals.
  • Combining disconfirming evidence with structural alignment may offer enhanced learning gains and retention.
  • Further research into combined instructional strategies is warranted to address persistent difficulties in measurement concepts.