Previous research has shown that misconceptions impair not only learners’ text comprehension and knowledge transfer but also the accuracy with which they predict their comprehension and transfer. In the present experiment with N = 92 university students, we investigated to what extent reading a refutation text or completing a think sheet compared with a control condition counteracts these adverse effects of misconceptions. The results revealed that both reading a refutation text and completing a think sheet supported learners with misconceptions in acquiring and accurately predicting their comprehension. Completing a think sheet additionally supported the learners in transferring their newly acquired knowledge, even though they were underconfident in their ability to do so. Moreover, learners who completed a think sheet were generally more accurate in discriminating between correctly and incorrectly answered test questions. Finally, delayed testing showed that the learning effects were quite stable, independent of the instructional method. This study reinforces the effectiveness of refutation texts and think sheets and provides important practical implications and avenues for future research.

先前的研究表明，误解不仅会损害学习者的文本理解和知识转移，还会损害他们预测其理解和转移的准确性。在目前的N实验中 = 92名大学生，我们调查到什么程度阅读驳斥文本或对照条件抵消误解，这些不利的影响相比，完成一个思考片。结果表明，阅读反驳文本和填写思考表都支持学习者在获得和准确预测其理解力方面存在误解。即使他们对自己的能力缺乏信心，完成一份思维表也可以帮助他们转移新获得的知识。此外，完成思考表的学习者在区分正确和错误回答的测试问题方面通常更准确。最后，延迟测试表明，学习效果相当稳定，与教学方法无关。