Calibration to Task Complexity: The Role of Epistemic Cognition

We examined the role of epistemic cognition in calibration to task complexity before and during learning. Sixty-six undergraduate students were presented with two learning tasks—a simple task and a more complex task—in random order. Prior to learning, offline measures of learners’ epistemic beliefs about climate change were taken. An open-ended questionnaire was then used to capture task definitions, goals, and plans. To assess online epistemic...