Hilary J Don
Biographic Data
| ID | 9625371 |
|---|---|
| NAME | Hilary J Don |
| GIVEN NAMES | Hilary J |
| FAMILY NAME | Don |
| SIGNATURE | DON H J |
| AFFILIATIONS | University College London |
| ORCID | 0000-0003-2961-5212 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
When good results mislead
Teachers play a vital role in shaping both the emotional and academic outcomes of their students, yet their judgments about the efficacy of the strategies they use to help students may be susceptible to cognitive biases. This study investigates how the base rates of educational outcomes, including student affect and performance, can create causal illusions in teachers' efficacy beliefs. In two experiments, teachers were instructed to provide advi…
Evaluating the conceptual strategy change account of test-potentiated new learning in list recall
Prior testing potentiates new learning, an effect known as test-potentiated new learning (TPNL). Research using lists of related words has established that testing, by free recall, also increases semantic clustering of later recall output. It has been suggested that this is evidence that testing induces a strategy change in encoding and retrieval towards greater conceptual organisation. The current research evaluated whether this conceptual strat…
Hearing hooves, thinking zebras
No prominent works on this page.
Hearing hooves, thinking zebras
Evaluating the conceptual strategy change account of test-potentiated new learning in list recall
Prior testing potentiates new learning, an effect known as test-potentiated new learning (TPNL). Research using lists of related words has established that testing, by free recall, also increases semantic clustering of later recall output. It has been suggested that this is evidence that testing induces a strategy change in encoding and retrieval towards greater conceptual organisation. The current research evaluated whether this conceptual strat…
When good results mislead
Teachers play a vital role in shaping both the emotional and academic outcomes of their students, yet their judgments about the efficacy of the strategies they use to help students may be susceptible to cognitive biases. This study investigates how the base rates of educational outcomes, including student affect and performance, can create causal illusions in teachers' efficacy beliefs. In two experiments, teachers were instructed to provide advi…
Psychology (3 works) · Cognitive psychology (2 works) · Artificial Intelligence (1 work) · Cluster analysis (1 work) · Cognition (1 work) · Cognitive and developmental aspects of mathematical skills (1 work) · Computer Science (1 work) · Decision-Making and Behavioral Economics (1 work) · Domain Adaptation and Few-Shot Learning (1 work) · Educational and Psychological Assessments (1 work)