Faster ≠ Smarter : Children with Higher Levels of Ability Take Longer to Give Incorrect Answers, Especially When the Task Matches Their Ability

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216224%3A14230%2F23%3A00130524" target="_blank" >RIV/00216224:14230/23:00130524 - isvavai.cz</a>

Výsledek na webu

<a href="https://www.mdpi.com/2079-3200/11/4/63" target="_blank" >https://www.mdpi.com/2079-3200/11/4/63</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.3390/jintelligence11040063" target="_blank" >10.3390/jintelligence11040063</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Faster ≠ Smarter : Children with Higher Levels of Ability Take Longer to Give Incorrect Answers, Especially When the Task Matches Their Ability

Popis výsledku v původním jazyce

The stereotype that children who are more able solve tasks quicker than their less capable peers exists both in and outside education. The F &gt; C phenomenon and the distance–difficulty hypothesis offer alternative explanations of the time needed to complete a task; the former by the response correctness and the latter by the relative difference between the difficulty of the task and the ability of the examinee. To test these alternative explanations, we extracted IRT-based ability estimates and task difficulties from a sample of 514 children, 53% girls, M(age) = 10.3 years; who answered 29 Piagetian balance beam tasks. We used the answer correctness and task difficulty as predictors in multilevel regression models when controlling for children’s ability levels. Our results challenge the ‘faster equals smarter’ stereotype. We show that ability levels predict the time needed to solve a task when the task is solved incorrectly, though only with moderately and highly difficult items. Moreover, children with higher ability levels take longer to answer items incorrectly, and tasks equal to children’s ability levels take more time than very easy or difficult tasks. We conclude that the relationship between ability, task difficulty, and answer correctness is complex, and warn education professionals against basing their professional judgment on students’ quickness.

Název v anglickém jazyce

Faster ≠ Smarter : Children with Higher Levels of Ability Take Longer to Give Incorrect Answers, Especially When the Task Matches Their Ability

Popis výsledku anglicky

The stereotype that children who are more able solve tasks quicker than their less capable peers exists both in and outside education. The F &gt; C phenomenon and the distance–difficulty hypothesis offer alternative explanations of the time needed to complete a task; the former by the response correctness and the latter by the relative difference between the difficulty of the task and the ability of the examinee. To test these alternative explanations, we extracted IRT-based ability estimates and task difficulties from a sample of 514 children, 53% girls, M(age) = 10.3 years; who answered 29 Piagetian balance beam tasks. We used the answer correctness and task difficulty as predictors in multilevel regression models when controlling for children’s ability levels. Our results challenge the ‘faster equals smarter’ stereotype. We show that ability levels predict the time needed to solve a task when the task is solved incorrectly, though only with moderately and highly difficult items. Moreover, children with higher ability levels take longer to answer items incorrectly, and tasks equal to children’s ability levels take more time than very easy or difficult tasks. We conclude that the relationship between ability, task difficulty, and answer correctness is complex, and warn education professionals against basing their professional judgment on students’ quickness.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

50100 - Psychology and cognitive sciences

Projekt

—

Návaznosti

S - Specificky vyzkum na vysokych skolach

Rok uplatnění

2023

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Journal of Intelligence

ISSN

2079-3200

e-ISSN

—

Svazek periodika

11

Číslo periodika v rámci svazku

4

Stát vydavatele periodika

CH - Švýcarská konfederace

Počet stran výsledku

19

Strana od-do

1-19

Kód UT WoS článku

000979379200001

EID výsledku v databázi Scopus

2-s2.0-85153719302