How context influences the processing of relevant information and judgment accuracy-the role of information restriction in judgment processes in diagnosing misconceptions.

ABSTRACT: To adapt teaching to the prerequisites of students, teachers have various options at their disposal to gather and process information as the basis to form a judgment, such as carrying out tests, talking to and observing the behavior of students, or administering tasks. The complexity of such a judgment arises from the multitude of observations and their different possible explanations. This complexity might be reduced when teachers focus on one hypothesis instead of considering multiple hypotheses, interpret information in a confirmatory way, and not collect diagnostically relevant information. However, in this way, they run the risk of undesirable biased judgments. It therefore seems important to improve diagnostic judgments by selecting and processing information in a more reflective way

SUBMITTER: Rieu A 

PROVIDER: S-EPMC11461244 | biostudies-literature | 2024

REPOSITORIES: biostudies-literature