Children's cognitive reflection skills predict their conceptual learning.

Autor/inn/en	Holstein, Elfriede R.; Lörch, Lucas; Brod, Garvin
Titel	Children's cognitive reflection skills predict their conceptual learning.
Quelle	In: Collabra: Psychology, 11 (2025) 143423 PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2); PDF als Volltext kostenfreie Datei (3) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2474-7394
DOI	10.25656/01:34784 10.1525/collabra.143423
URN	urn:nbn:de:0111-pedocs-347843
Schlagwörter	Kognitive Entwicklung
Abstract	The developmental Cognitive Reflection Test (CRT-D) measures children's ability to override immediate reactions for more considered responses, a skill crucial for learning non-intuitive concepts, particularly in science. However, the predictive validity of the CRT-D for inquiry-based learning has not been established. This study validated a German version of the CRT-D and investigated its role in predicting children's conceptual learning about balance. Data were collected across three studies with children aged 5 to 10 (N = 255), and predictive validity was tested in one study (n = 116), in which children participated in a balance scale task assessing conceptual learning before and after an inquiry-based learning session. The CRT-D demonstrated acceptable internal consistency (McDonald's omega = .69), and its factor structure and developmental trends were consistent with other populations. Children's CRT-D scores significantly predicted their conceptual learning, suggesting that cognitive reflection is essential for successful science learning. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2026/3