AN EVALUATION OF THE CONSERVATIVE DUAL‐CRITERION METHOD FOR TEACHING UNIVERSITY STUDENTS TO VISUALLY INSPECT AB‐DESIGN GRAPHS

Abstract

The present study evaluated the effects of both a traditional lecture and the conservative dual-criterion (CDC) judgment aid on the ability of 6 university students to visually inspect AB-design line graphs. The traditional lecture reliably failed to improve visual inspection accuracy, whereas the CDC method substantially improved the performance of each participant.