ABSTRACT

Background: The modern world is rife with complex challenges that require citizens to weigh multiple, conflicting claims and competing methods for discerning truth from falsehood. Such evaluations depend highly upon prior knowledge. Therefore, the goal of epistemic education is the cultivation of apt epistemic performance: successfully achieving valuable epistemic aims (e.g., evaluating conflicting claims, discerning truth from falsehood) through competent use of ideals and reliable processes across a range of contexts. However, educators cannot prepare people for every contentious claim they will encounter over their lifetime. Therefore, we investigated if and how apt epistemic performance developed in one discipline could be adapted or transferred for use in another discipline.

Methods: We analyzed think-aloud protocol data gathered as experts from psychology, other social sciences (i.e., near transfer), and natural sciences (i.e., far transfer) grappled with a complex problem: psychology’s replication crisis.

Findings: An actor-oriented approach best captured how experts outside of psychology were able to near transfer or adapt epistemic performance; far transfer was more difficult.

Contribution: Our findings suggest epistemic education for an informed citizenry should prioritize teaching disciplinary norms and practices as well as their scope and limitations, along with self-awareness of when transfer is and is not appropriate.

摘要

背景：现代世界充满了复杂的挑战，要求公民权衡多种相互矛盾的主张，以及相互竞争的方法来辨别真伪。这样的评估在很大程度上取决于先验知识。因此，认识论教育的目标是培养适当的认识论表现：通过在各种情况下胜任使用理想和可靠的过程，成功地实现有价值的认识论目标（例如，评估相互矛盾的主张，辨别虚假的真相）。但是，教育者无法为人们准备一生中遇到的每一个有争议的主张。因此，我们研究了一种学科发展起来的认知能力是否以及如何适应和转移以用于另一学科。

方法：我们分析了从心理学，其他社会科学（即近距离转移）和自然科学（即远距离转移）专家那里收集的，思考复杂的问题的思维协议协议数据：心理学的复制危机。

调查结果：面向演员的方法最能体现心理学之外的专家如何接近转移或适应认知表现；远距离转移更加困难。

贡献：我们的研究结果表明，对知识渊博的公民进行认知教育应优先考虑学科规范和实践以及其范围和局限性，以及对何时以及何时不适合进行转移的自我意识。