Exploring epistemic cognition in Japanese undergraduate English majors use of discipline-specific information sources

收集了13名参与者的数据。在创建受试者信息表后收集受试者知情同意书。数据来源包括：进行两个课时，向参与者介绍对关键期假设的积极评价（课时1）和消极评价（课时2）。向参与者分发了理解测试。所有参与者都表现出对基础材料的充分理解;参与者的文章表明他们同意或不同意CPH;参与者访谈旨在探索他们的决定，写作方法以及多文档阅读过程和论文写作过程的其他方面的原因;和对研究主题的综合测试的测试成绩。对数据的定量探索表明，尽管样本量很小，样本服从正态分布，可根据参数检验对数据进行分析。初步的定性结果表明，三个层次的参与与多个文件阅读。这些问题需要更深入地探讨。在这一点上的主要发现表明，个人信仰凌驾于学科技术知识。显然需要进行进一步的研究。

Data has been collected from 13 participants. Participant consent forms were collected after participant information sheets were created. Data sources consist of: two class periods were conducted that introduced participants to the a positive appraisal of the critical period hypothesis (class 1) and a negative appraisal (class 2). A comprehension test was distributed to participants. All participants demonstrated an adequate comprehension of the base materials; essays from the participants that indicated their agreement or disagreement with the CPH; participant interviews that aimed to explore reasons for their decisions, method of writing, and other aspects of the multiple document reading process and essay writing process; and test scores from a comprehensive test on the subject matter of the research.Quantitative explorations of the data show that although the sample size is small, the sample follows a normal distribution and that the data may be analysed according to parametric tests. Initial qualitative results suggest three levels of engagement with multiple document reading. These need to be explored in more depth. The major finding at this point suggests that personal belief supercedes technical knowledge in the academic discipline. The need to pursue further research is evident.