Publications by authors named "Marcus P G Lithander"
Article Synopsis
- Students and educators often believe in neuromyths—misconceptions about intelligence and learning that are not scientifically backed.
- Research shows that giving textual explanations can help correct these neuromyths, but people may still be influenced by the incorrect information afterward.
- Experiments revealed that feedback can help both students and educators change their beliefs about these myths, with students showing improved reasoning accuracy after receiving feedback, while teachers did not show the same improvement.
When asked to predict how they will perform on an upcoming exam, students are often poorly calibrated, typically in the direction of overpredicting their performance. Research shows that low-performing students' calibration tends to remain poor across multiple tests over the course of a semester. We tested whether these students remain confident in these erroneously high grade predictions across the semester or whether their confidence wanes, suggesting some degree of metacognitive awareness.
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