ArticleCBE life sciences education2021
Persistence of the "Moving Things Are Alive" Heuristic into Adulthood: Evidence from EEG.
Article in CBE life sciences education, 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
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Who cites it
2 citing papers in PubMed.
- EEG in Education: A Scoping Review of Hardware, Software, and Methodological Aspects.Sensors (Basel, Switzerland) · 2024Article
- An understanding of falling bodies across schooling and experience based on the conceptual prevalence framework.Disciplinary and interdisciplinary science education research · 2023Article
Corrections and comments
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Authors and funding
8 authors.
Funding
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Abstract
Although a growing number of studies indicate that simple strategies, intuitions, or cognitive shortcuts called heuristics can persistently interfere with scientific reasoning in physics and chemistry, the persistence of heuristics related to learning biology is less known. In this study, we investigate the persistence of the "moving things are alive" heuristic into adulthood with 28 undergraduate students who were asked to select between two images, one of which one represented a living thing, while their electroencephalographic signals were recorded. Results show that N2 and LPP event-related potential components, often associated with tasks requiring inhibitory control, are higher in counterintuitive trials (i.e., in trials including moving things not alive or nonmoving things alive) compared with intuitive ones. To our knowledge, these findings represent the first neurocognitive evidence that the "moving things are alive" heuristic persists into adulthood and that overcoming this heuristic might require inhibitory control. Potential implications for life science education are discussed.
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Registered trials
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