Children’s Cognitive Reflection Skills Predict Their Conceptual Learning

The developmental Cognitive Reflection Test (CRT-D) measures children’s ability to override immediate reactions for more considered responses, a skill crucial for learning non-intuitive concepts, particularly in science. However, the predictive validity of the CRT-D for inquiry-based learning has not been established. This study validated a German version of the CRT-D and investigated its role in predicting children’s conceptual learning about balance. Data were collected across three studies with children aged 5 to 10 (N = 255), and predictive validity was tested in one study (n = 116), in which children participated in a balance scale task assessing conceptual learning before and after an inquiry-based learning session. The CRT-D demonstrated acceptable internal consistency (McDonald’s ω = .69), and its factor structure and developmental trends were consistent with other populations. Children’s CRT-D scores significantly predicted their conceptual learning, suggesting that cognitive reflection is essential for successful science learning.