Early Childhood Education and Care

Running head: EARLY CHILDHOOD EDUCATION AND CARE
EARLY CHILDHOOD EDUCATION AND CARE
Name of the student
Name of the university
Author note

1EARLY CHILDHOOD EDUCATION AND CARE
Part A
Myth: The First Answer Is Often The Right Answer
Since, childhood may of the students are taught, that once answers has been written, it
should not be changed as may are of the beliefs that out first answers are always the right
answers. This myth is widespread in many student and even some professors and the test
preparation companies. Although it is a good myth that can be addressed in the early
introductory course for a few reasons. It provides an opportunity to introduce systematic and
scientific critical thinking model. It would provide immediate benefits to the students if the
course contains multiple choices questions and exams. Another advantage behind this myth early
in the course is that the outcome of the students’ evidence analysis is likely to be clear cut and
easy to understand.
Why is it a myth?
In relation to this, Arora, Haynie and Laurence, (2013) have stated the concept of “wait
time” and the concept of skill time and have stated that information processing involves the
multiple cognitive tasks that take time. Students should have uninterrupted period of time to
process information, reflecting on what has been said, observed or done. Hence taking some time
to think rather than ticking the wrong answers at a first go. Many psychological researches have
admitted that “|first instincts” are often no better and are often worse than a revision or a change.
Although there can be many instances that where one would have made a correct choice and the
changed his mind and was wrong. Now, the question arises as of why does people believe in the
strategy of always sticking with the first instinct. This belief can be traced back to the memory
bias produced by counterfactual thinking (Arora, Haynie, & Laurence, 2013). The frustrating self-
recriminations that follow the change from wrong to a right answer make these instances more

2EARLY CHILDHOOD EDUCATION AND CARE
memorable and hence seemingly more common than either those instances where people
changed a wronged to a right answer. Arora, Haynie, and Laurence, (2013) have stated that this
might occur due to reasons like endowment bias , where one feels strongly attached to things that
people already have. Cognitive biases like emotional biases are harder change and are mainly
based on attitude feelings, consciously or unconsciously. Both the types can have implications
while assessing the potentially innovative concepts for further iterating and developing because
they operate to keep the student in the comfort zone of what is already de-risked and known.
The entire fact is a myth because it has been found that most of the people tend to change
one or more answers on exams. A survey of 33 different studies conducted over 70 years have
found on average that people who change their answers do better than those who does it change
their answers. Arora, Haynie and Laurence, (2013) have argued that it feels more painful, when
there is a wrong answer after the change and people tend to remember much more clearly the
number of times when things are changed from right to wrong and hence while taking the test it
is anticipated that people feel and convince themselves that the first instinct was probably right
(when it is probably not ).
Explain a practice that addresses some of the assumptions yet is well
founded and give examples
Although no valid reasons can be found as why one would stick to the initial instinct. It is
necessary to mention, that sticking to the first answer during interview questions might show up
the confidence level of the candidates. Many interviewee often tricks the employees and test the