Using the Cognitive Reflection Test in Physics Education Research

Solving a physics problem often requires a sustained effort to recall concepts, perform calculations, sketch figures, etc. But sometimes, an answer springs to mind without our even being conscious of reasoning. According to dual-process theories (DPTs), these are examples of two distinct types of cognitive processing: Type 2 is slow, deliberate and effortful; Type 1, fast, automatic, and effortless. However, while Type 1 is omnipresent, Type 2 processing is engaged only when reflection finds the output of Type 1 processing unsatisfactory. The Cognitive Reflection Test (CRT) is widely used for assessing the propensity for such reflection. The CRT is increasingly being used as a tool in physics education research. Some evidence suggests that CRT scores can predict who will succeed on physics questions that elicit strong intuitive but incorrect responses, and who will benefit from interventions designed on the basis of DPTs. However, to ensure that such results are interpreted properly, the effects of cognitive reflection must be distinguished from those of general cognitive ability or physics background. Data collected in introductory courses at several institutions will show how scores correlate with final course grades and how familiarity with the test affects outcomes.