Tom Rosman
Datos Biográficos
| ID | 1503015 |
|---|---|
| NOMBRE | Tom Rosman |
| NOMBRES | Tom |
| APELLIDO | Rosman |
| FIRMA | ROSMAN T |
| AFILIACIONES | Leibniz Institute for Psychology |
| ORCID | 0000-0002-5386-0499 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 12 |
| TOTAL DE CITAS | 6 |
| TOTAL COMO AUTOR | 12 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2015 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 2 |
Effects of graphical representations on teachers’ interpretation of learning progress data. A registered replication
Teachers’ use of criterial and individual reference norms offers advantages for formative assessment. Therefore, in this randomized (mixed within-between-person) replication study, we investigate which reference norms teachers apply when interpreting learning progress data, whether the graphical representation has an influence on this and whether the general reference norm orientation can predict the situationally applied reference norm. This con…
Belief updating when confronted with scientific evidence
In one exploratory study ( N = 985) and one preregistered study ( N = 1100), we investigated whether trust in science influences belief change on a medico-scientific issue when laypersons are confronted with scientific evidence. Moreover, we tested whether individuals with high trust in science trust science “blindly,” meaning that their trust in a scientific claim’s source prevents them from adequately evaluating the claim itself. Participants r…
Indicators of trustworthiness in lay-friendly research summaries
Lay readers’ trust in scientific texts can be shaped by perceived text easiness and scientificness. The two effects seem vital in a time of rapid science information sharing, yet have so far only been examined separately. A preregistered online study was conducted to assess them jointly, to probe for author and text trustworthiness overlap, and to investigate interindividual influences on the effects. N = 1467 lay readers read four short research…
When perceived informativity is not enough. How teachers perceive and interpret statistical results of educational research
Teachers trust educational science - Especially if it confirms their beliefs
Teachers around the world are increasingly required by policy guidelines to inform their teaching practices with scientific evidence. However, due to the division of cognitive labor, teachers often cannot evaluate the veracity of such evidence first-hand, since they lack specific methodological skills, such as the ability to evaluate study designs. For this reason, second-hand evaluations come into play, during which individuals assess the credib…
Open science and public trust in science
In two studies, we examined whether open science practices, such as making materials, data, and code of a study openly accessible, positively affect public trust in science. Furthermore, we investigated whether the potential trust-damaging effects of research being funded privately (e.g. by a commercial enterprise) may be buffered by such practices. After preregistering six hypotheses, we conducted a survey study (Study 1; N = 504) and an experim…
Will Covid ‐19‐related economic worries superimpose health worries, reducing nonpharmaceutical intervention acceptance in Germany? A prospective pre‐registered study
Nonpharmaceutical interventions (NPI) such as stay‐at‐home orders aim at curbing the spread of the novel coronavirus, SARS‐COV‐2. In March 2020, a large proportion of the German population supported such interventions. In this article, we analyse whether the support for NPI dwindle with economic worries superimposing virus‐related worries in the months to follow. We test seven pre‐registered 1 hypotheses using data from the German COSMO survey (B…
Disentangling the process of epistemic change
BackgroundMany interventions on epistemic beliefs (i.e., individual beliefs about knowledge and knowing) are based on Bendixen and Rule's Integrative Model for Personal Epistemology Development. Empirically, however, the model is still insufficiently validated. This is especially true for its epistemic volition component - a will or desire to actively change one's beliefs.AimsTo experimentally scrutinize the role of epistemic volition, we investi…
Epistemic beliefs as predictors of epistemic emotions
BackgroundThe cognitive incongruity model of epistemic beliefs and emotions states that if students' beliefs about the nature of knowledge (e.g., knowledge as simple and absolute) are incompatible with the epistemic nature of learning materials (e.g., complex and contradictory), cognitive incongruity arises. This, in turn, entails negative emotional consequences.AimsThe epistemic nature of contradictory learning materials might be perceived diffe…
Conceptions of scientific knowledge influence learning of academic skills
The present article investigates the effects of epistemic beliefs (i.e. beliefs about the nature of knowledge and knowing) on the effectiveness of information literacy instruction (i.e. instruction on how to search for scholarly information in academic settings). We expected psychology students with less sophisticated beliefs (especially multiplicistic students viewing psychological knowledge as inherently subjective) not to recognize the value o…
Assessing epistemic sophistication by considering domain-specific absolute and multiplicistic beliefs separately
BackgroundParticularly in higher education, not only a view of science as a means of finding absolute truths (absolutism), but also a view of science as generally tentative (multiplicism) can be unsophisticated and obstructive for learning. Most quantitative epistemic belief inventories neglect this and understand epistemic sophistication as disagreement with absolute statements.AimsThis article suggests considering absolutism and multiplicism as…
Combining self-assessments and achievement tests in information literacy assessment
This article examines the significance of information literacy self-assessments in higher education with a special focus on situational conditions increasing their explanatory power. First, it was hypothesised that self-assessments of information literacy correlate higher with factual information literacy if measured after the administration of information search tasks (and tests) due to the intrinsic feedback associated with their completion. Fu…
Assessing epistemic sophistication by considering domain-specific absolute and multiplicistic beliefs separately
BackgroundParticularly in higher education, not only a view of science as a means of finding absolute truths (absolutism), but also a view of science as generally tentative (multiplicism) can be unsophisticated and obstructive for learning. Most quantitative epistemic belief inventories neglect this and understand epistemic sophistication as disagreement with absolute statements.AimsThis article suggests considering absolutism and multiplicism as…
Epistemic beliefs as predictors of epistemic emotions
BackgroundThe cognitive incongruity model of epistemic beliefs and emotions states that if students' beliefs about the nature of knowledge (e.g., knowledge as simple and absolute) are incompatible with the epistemic nature of learning materials (e.g., complex and contradictory), cognitive incongruity arises. This, in turn, entails negative emotional consequences.AimsThe epistemic nature of contradictory learning materials might be perceived diffe…
Conceptions of scientific knowledge influence learning of academic skills
The present article investigates the effects of epistemic beliefs (i.e. beliefs about the nature of knowledge and knowing) on the effectiveness of information literacy instruction (i.e. instruction on how to search for scholarly information in academic settings). We expected psychology students with less sophisticated beliefs (especially multiplicistic students viewing psychological knowledge as inherently subjective) not to recognize the value o…
Combining self-assessments and achievement tests in information literacy assessment
This article examines the significance of information literacy self-assessments in higher education with a special focus on situational conditions increasing their explanatory power. First, it was hypothesised that self-assessments of information literacy correlate higher with factual information literacy if measured after the administration of information search tasks (and tests) due to the intrinsic feedback associated with their completion. Fu…
Assessing epistemic sophistication by considering domain-specific absolute and multiplicistic beliefs separately
BackgroundParticularly in higher education, not only a view of science as a means of finding absolute truths (absolutism), but also a view of science as generally tentative (multiplicism) can be unsophisticated and obstructive for learning. Most quantitative epistemic belief inventories neglect this and understand epistemic sophistication as disagreement with absolute statements.AimsThis article suggests considering absolutism and multiplicism as…
Epistemic beliefs as predictors of epistemic emotions
BackgroundThe cognitive incongruity model of epistemic beliefs and emotions states that if students' beliefs about the nature of knowledge (e.g., knowledge as simple and absolute) are incompatible with the epistemic nature of learning materials (e.g., complex and contradictory), cognitive incongruity arises. This, in turn, entails negative emotional consequences.AimsThe epistemic nature of contradictory learning materials might be perceived diffe…
Conceptions of scientific knowledge influence learning of academic skills
The present article investigates the effects of epistemic beliefs (i.e. beliefs about the nature of knowledge and knowing) on the effectiveness of information literacy instruction (i.e. instruction on how to search for scholarly information in academic settings). We expected psychology students with less sophisticated beliefs (especially multiplicistic students viewing psychological knowledge as inherently subjective) not to recognize the value o…
Will Covid ‐19‐related economic worries superimpose health worries, reducing nonpharmaceutical intervention acceptance in Germany? A prospective pre‐registered study
Nonpharmaceutical interventions (NPI) such as stay‐at‐home orders aim at curbing the spread of the novel coronavirus, SARS‐COV‐2. In March 2020, a large proportion of the German population supported such interventions. In this article, we analyse whether the support for NPI dwindle with economic worries superimposing virus‐related worries in the months to follow. We test seven pre‐registered 1 hypotheses using data from the German COSMO survey (B…
Disentangling the process of epistemic change
BackgroundMany interventions on epistemic beliefs (i.e., individual beliefs about knowledge and knowing) are based on Bendixen and Rule's Integrative Model for Personal Epistemology Development. Empirically, however, the model is still insufficiently validated. This is especially true for its epistemic volition component - a will or desire to actively change one's beliefs.AimsTo experimentally scrutinize the role of epistemic volition, we investi…
Teachers trust educational science - Especially if it confirms their beliefs
Teachers around the world are increasingly required by policy guidelines to inform their teaching practices with scientific evidence. However, due to the division of cognitive labor, teachers often cannot evaluate the veracity of such evidence first-hand, since they lack specific methodological skills, such as the ability to evaluate study designs. For this reason, second-hand evaluations come into play, during which individuals assess the credib…
Open science and public trust in science
In two studies, we examined whether open science practices, such as making materials, data, and code of a study openly accessible, positively affect public trust in science. Furthermore, we investigated whether the potential trust-damaging effects of research being funded privately (e.g. by a commercial enterprise) may be buffered by such practices. After preregistering six hypotheses, we conducted a survey study (Study 1; N = 504) and an experim…
When perceived informativity is not enough. How teachers perceive and interpret statistical results of educational research
Belief updating when confronted with scientific evidence
In one exploratory study ( N = 985) and one preregistered study ( N = 1100), we investigated whether trust in science influences belief change on a medico-scientific issue when laypersons are confronted with scientific evidence. Moreover, we tested whether individuals with high trust in science trust science “blindly,” meaning that their trust in a scientific claim’s source prevents them from adequately evaluating the claim itself. Participants r…
Indicators of trustworthiness in lay-friendly research summaries
Lay readers’ trust in scientific texts can be shaped by perceived text easiness and scientificness. The two effects seem vital in a time of rapid science information sharing, yet have so far only been examined separately. A preregistered online study was conducted to assess them jointly, to probe for author and text trustworthiness overlap, and to investigate interindividual influences on the effects. N = 1467 lay readers read four short research…
Effects of graphical representations on teachers’ interpretation of learning progress data. A registered replication
Teachers’ use of criterial and individual reference norms offers advantages for formative assessment. Therefore, in this randomized (mixed within-between-person) replication study, we investigate which reference norms teachers apply when interpreting learning progress data, whether the graphical representation has an influence on this and whether the general reference norm orientation can predict the situationally applied reference norm. This con…
Psychology (11 obras) · Educational Strategies and Epistemologies (8 obras) · Social Psychology (7 obras) · Epistemology (5 obras) · Computer Science (4 obras) · Mathematics education (4 obras) · Climate Change Communication and Perception (3 obras) · Epistemology, Ethics, and Metaphysics (3 obras) · Misinformation and Its Impacts (3 obras) · Pedagogy (3 obras)