Proceedings of the Annual Meeting of the Cognitive Science Society

Attitudes toward statistics influence the way students engagein learning statistics. This study examined how attitudestoward statistics were related to the comprehension of astatistics text and the accuracy with which learners judgedtheir comprehension. Results showed that more negativeattitudes were associated with lower performance onprocedural comprehension questions, but not on conceptualcomprehension questions. At the same time, more negativeattitudes resulted in overestimations of proceduralcomprehension when making prospective and retrospectivejudgments of comprehension. To explain the findings, wedraw on theoretical models that assume that learners usedifferent types of cues to make comprehension judgments.