Preregistration

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 education

Persistent 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
  • Author(s) / Creator(s)
    Kerwer, Martin
  • Author(s) / Creator(s)
    Rosman, Tom
  • PsychArchives acquisition timestamp
    2018-11-13T11:53:12Z
  • Made available on
    2018-11-13T11:53:12Z
  • Date of first publication
    2018
  • 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.
    en_US
  • Publication status
    other
  • 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
    en
  • Persistent Identifier
    https://hdl.handle.net/20.500.12034/745
  • Persistent Identifier
    https://doi.org/10.23668/psycharchives.937
  • Language of content
    eng
    en_US
  • Keyword(s)
    epistemic beliefs
    en_US
  • Keyword(s)
    epistemic change
    en_US
  • Keyword(s)
    diverging information
    en_US
  • Keyword(s)
    experimental study
    en_US
  • Keyword(s)
    gender stereotypes
    en_US
  • Keyword(s)
    higher education
    en_US
  • Dewey Decimal Classification number(s)
    150
  • Title
    Mechanisms of epistemic change – Exploring the role of (non-)resolvable diverging information in epistemic change
    en_US
  • DRO type
    preregistration
    en_US