Abstract
This study tested whether anomalous information causes an increase in questions generated by college students while they solve quantitative problems (i.e., algebra word problems, statistics problems, and analytical puzzles) or while they comprehend stories. Subjects were presented different versions of each problem or story: (a) complete original, (b) deletion of critical information, (c) addition of contradictory information, and (d) addition of salient or subtle irrelevancies. Some types of anomalies elicited more questions than did the original versions, and a subset of the questions directly addressed the anomalies. The deletion versions triggered more questions than did the other transformed versions
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
