Abstract
<p style="text-align: justify;">Teachers often face complex educational judgments and research has shown that teachers are prone to be influenced by unrelated information in their judgments and decisions. To investigate the influence of potential misinformation we employed a list-method directed forgetting paradigm and investigated a simulated judgment scenario, in which participants were asked to recommend a higher or lower school track for a fictitious elementary school child. Previous research using list-method directed forgetting revealed that participants can intentionally forget information but this information might still influence further judgments. In two experiments, data on recall performance, school track recommendation, and the evaluative impression of the target were analyzed to investigate whether participants were able to intentionally forget information and whether the to-be-forgotten information influenced later judgments. To-be-forgotten information was either presented before (Experiment 1) or following (Experiment 2) information instructed to be remembered. Both experiments revealed that participants did not forget information instructed to be forgotten and their judgments were not influenced by this information. Bayes factors spoke in favor of the null hypotheses, indicating that the influence of to-be-forgotten information on simulated school track recommendations is questionable. Our results revealed important boundary conditions of directed forgetting in applied contexts.</p>
Highlights
Judgments and decisions are part of our everyday life and pervasive in professional contexts like behavior in the court room (Englich & Mussweiler, 2001), sports (Kaya, 2014), and education, in which unbiased judgments are especially important
To analyze the costs of directed forgetting, an ANOVA was calculated on the proportion of correct recall for List 1 depending on the experimental groups and the type and order of information (Figure 1)
We found no difference in school track recommendation between participants instructed to forget statements consistent with higher academic performance (FHAPRLAP) and participants who had not received these statements (RLAP), χ2 (2, 22) = 1.39, p = .500, BF01 = 4.42
Summary
Judgments and decisions are part of our everyday life and pervasive in professional contexts like behavior in the court room (Englich & Mussweiler, 2001), sports (Kaya, 2014), and education, in which unbiased judgments are especially important. It has been shown that teachers are influenced by irrelevant assessment information on, for example, in-class performance (Kaiser et al, 2013), academic achievement and academic competence (La Neal et al, 2003; McCombs & Gay, 1988; Parks & Kennedy, 2007), and test performance (Dünnebier et al, 2009). Parks and Kennedy (2007) showed that students’ ethnicity and physical attractiveness influenced teachers’ ratings of students’ academic and social competence. La Neal et al (2003) reported that teachers rated students displaying the influence of Black culture in their movement styles as more aggressive, less academically competent, and more in need of special education services than other students. Teachers are influenced by their own gender stereotypes and tend to perceive boys as having more developmental resources and talent in math classes than girls (Carlana, 2019; Tiedemann, 2002)
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