Abstracts - Earli

mathematics. This study was carried out in collaboration with Vinod Goel, York University,Toronto, Canada; Hugo Critchley and Ray Dolan, Wellcome Department of Cognitive Neurology,London, UK.Can we inhibit intuitive interference by cognitive conflict training? A reaction time studyReuven Babai, Tel Aviv University, IsraelRuth Stavy, Tel Aviv University, IsraelDina Tirosh, Tel Aviv University, IsraelHanna Zilber, Tel Aviv University, IsraelThe current study focuses on comparison of areas and comparison of perimeters of geometricalshapes in the framework of the intuitive rule more A – more B. Our recent findings suggested thatconflict training could improve students’ performance. Here we used such training and comparedaccuracy of responses and reaction times before and after training. Two test conditions wereexamined, congruent: in which correct response is in line with the rule and known to elicit correctresponses, and incongruent: in which correct response runs counter to the rule leading to low rateof success (this condition included two types of tasks: incongruent-inverse and incongruent-equal).Two eighth’s grade classes took part in the study. One class, the experimental group, receivedcognitive conflict training while the other, the control group, did not. The results of the study showthat in terms of accuracy of responses in the incongruent condition, the experimental groupsignificantly benefited from the intervention as compared with the control group. In addition, itseems that the cognitive conflict training activated control mechanisms that are effortful as wasevident from the reaction times results. We believe that researchers in science and mathematicseducation would benefit from applying cognitive psychology techniques, as was done in thecurrent study. Using such methodologies could lead to a deeper understanding of students’difficulties and reasoning processes, enabling to develop and to evaluate improved instructionalstrategies.C 729 August 2007 08:30 - 10:30Room: 2.54 NovobátzkySymposiumWhat makes tutored learning effective?Chair: Joerg Wittwer, Leibniz Institute for Science Education, Kiel, GermanyChair: Matthias Nückles, University of Göttingen, GermanyOrganiser: Joerg Wittwer, Leibniz Institute for Science Education, Kiel, GermanyOrganiser: Matthias Nückles, University of Göttingen, GermanyOrganiser: Alexander Renkl, University of Freiburg, GermanyDiscussant: Päivi Häkkinen, University of Jyväskylä, FinlandThere is ample empirical evidence that human tutoring is an effective means of instruction. Oneimportant source of its superiority over other instructional forms lies in tutors’ skilful use ofpedagogical strategies. In order to systematically foster students’ learning, intelligent tutoringsystems have captured these benefits by mimicking the most successful tutoring strategies.Nevertheless, research so far has failed to delve more deeply into the interrelationships between– 134 –