Knowledge transfer in the context of refutation texts

In this study, we examined the conditions under which readers are able to transfer revised knowledge as a result of reading refutation texts (i.e. that explicitly state and refute misconception). Across three experiments, participants read addressed socioscientific nonsocioscientific issues well were designed reactivate misconceptions in texts. Experiments 1 2, results indicate text reduces interference from misconception close temporal distance, even when is reactivated. Experiment 3, could not distance between increased. Students’ performance on pretest posttest questionnaires also suggest facilitated revision prior transfer. We discuss findings context Knowledge Revision Components Framework.