
Brendan SchuetzeUniversity of Utah | UOU · Department of Educational Psychology
Brendan Schuetze
Doctor of Philosophy
About
28
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202
Citations
Education
August 2018 - May 2023
August 2018 - December 2021
September 2014 - June 2018
Publications
Publications (28)
The past decade has seen a rising interest in the growth mindset—the belief that abilities are malleable. At the same time, there have been rising criticisms. Macnamara and Burgoyne (2023) claim that growth mindset interventions do not yield meaningful effect sizes; growth mindset proponents argue that they do, for specific populations and under sp...
General Audience Summary
Research has shown that generally when learning new categories, it is best to intersperse examples from different categories between one another (e.g., ABCABCABC) rather than show examples from one category at a time (e.g., AAABBBCCC). This finding is called the interleaving effect. In this study, we show that interleaved s...
Though we see the potential for benefits from the development of process-oriented approaches, we argue that it falls prey to many of the same critiques raised about the existing construct level of analysis. The construct-level approach will likely dominate motivation research until we develop computational models that are not only accurate, but als...
The computational model of school achievement represents a novel approach to theorizing school achievement, conceptualizing educational interventions as modifications to students’ learning curves. By modeling the process and products of educational achievement simultaneously, this tool addresses several unresolved questions in educational psycholog...
In this pre-registered replication of findings from Muis and Franco [2009; Contemporary Educational Psychology, 34(4), 306-318], college students (N = 978) from across the United States and Canada were surveyed regarding their goal orientations and learning strategies. A structural equation modelling approach was used to assess the associations bet...
The development of intelligent tutoring systems and other educational technology necessitated the implementation and development of computational models of student learning. At the foundation of these models is the assumption that they accurately implement and track human cognitive processes. However, the extent to which this assumption is correct...
The answer to improving student learning cannot be to simply spend more time studying (more time in school, more homework, more after-school programs, more summer school, etc.). Decades of cognitive psychology research have shown that classroom instructional time and student self-regulated learning time could be used more efficiently if they incorp...
Why does cognitive research fail to influence the school system? This blog post argues it's less about the quality of our research than the type of the problems we're attempting to solve.
This blog post was originally published on the Psychonomic Society's Featured Content Blog as part of the Digital Event on Strategic Learning.
To promote cross-community dialogue on matters of significance within the field of learning analytics (LA), we as editors-in-chief of the Journal of Learning Analytics (JLA) have introduced a section for papers that are open to peer commentary. An invitation to submit proposals for commentaries on the paper was released, and 12 of these proposals w...
The computational model of school achievement represents a novel approach to theorizing school achievement, conceptualizing educational interventions as modifications to students’ learning curves. By modeling the process and products of educational achievement simultaneously, this tool addresses several unresolved questions in educational psycholog...
In this experiment, we recruited 261 psychology faculty to determine the extent to which they were able to visually estimate the overlap of two distributions given a Cohen’s d effect size; and vice-versa estimate d given two distributions of varying overlap. In a pre-test, participants in both conditions over-estimated effect sizes by half a standa...
Financial literacy is an important life skill, yet the impact of financial education has often been found to be modest. We conducted a field experiment to assess the effectiveness of a postinstruction intervention using a smartphone app that incorporated cognitive science principles aimed at improving learning. College students who completed a requ...
The past decade has seen a rising interest in the growth mindset—the belief that abilities are malleable. At the same time, there have been rising criticisms. Macnamara and Burgoyne claim that growth mindset interventions do not yield meaningful effect sizes; growth mindset proponents argue that they do, for specific populations and under specific...
In this experiment, we recruited 261 psychology faculty to determine the extent to which they were able to visually estimate the overlap of two distributions given a Cohen’s d effect size; and vice-versa estimate d given two distributions of varying overlap. In a pre-test, participants in both conditions over-estimated effect sizes by half a standa...
Refutation texts are resurfacing as a suggested antidote to misconceptions and “fake news.” In a previous critical review of the refutation text literature, we, the author team, suggested further interrogation of the assumptions these texts imply: that learners share the same common misunderstanding about a topic, and that there is one “truth” that...
Learners are often constrained by their available study time, typically having to make a trade-off between depth and breadth of learning. Classic experimental paradigms in memory research treat all items as equally important, but this is unlikely the case in reality. Rather, information varies in importance , and people vary in their ability to dis...
The research-practice divide between social scientists and educators is a persistent problem for the accurate communication and translation of social scientific research into pedagogical practice. This paper uses mindset theory as a case study, arguing that the social scientific theories transcending the research-practice divide tend to be those th...
In this pre-registered replication of findings from Muis and Franco [2009; Contemporary Educational Psychology, 34(4), 306-318], college students (N = 978) from across the United States and Canada were surveyed regarding their goal orientations and learning strategies. A structural equation modelling approach was used to assess the associations bet...
How can we maximize what is learned from a replication study? In the creative destruction approach to replication, the original hypothesis is compared not only to the null hypothesis, but also to predictions derived from multiple alternative theoretical accounts of the phenomenon. To this end, new populations and measures are included in the design...
How can we maximize what is learned from a replication study? In the creative destruction approach to replication, the original hypothesis is compared not only to the null hypothesis, but also to predictions derived from multiple alternative theoretical accounts of the phenomenon. To this end, new populations and measures are included in the design...
How can we maximize what is learned from a replication study? In the creative destruction approach to replication, the original hypothesis is compared not only to the null hypothesis, but also to predictions derived from multiple alternative theoretical accounts of the phenomenon. To this end, new populations and measures are included in the design...
Refutation texts, rhetorical tools designed to reduce misconceptions, have garnered attention across four decades and many studies. Yet, the ability of a refutation text to change a learner’s mind on a topic needs to be qualified and modulated. In this critical review, we bring attention to sources of constraints often overlooked by refutation text...
Numerous studies have shown that an interleaved study sequence of examples (e.g., ABCBACACB) from different categories, relative to a blocked sequence (e.g., AAABBBCCC), often yields superior category learning. Some explanations for sequencing effects centers on attentional processes, others focus on memory processes, and the two are often pitted a...
Although previous research on retrieval practice (RP) has predominantly featured stimuli with discrete right-or-wrong answers, continuous measures offer potentially greater sensitivity in assessing the effects of RP on memory precision. The present study used a colour gradient (125 points ranging from magenta to yellow) as a continuous response var...
This paper examines how a system dynamics model can be used to represent and test
qualitative theories from cultural geography and anthropology. I use geographer Bernard
Nietschmann’s (1979) foundational political ecology analysis of the indigenous Miskito
people and their relationship with globalization as a case study. Nietschmann describes
a var...