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dc.contributor.authorWiseman, Richard
dc.contributor.authorWatt, Caroline
dc.date.accessioned2020-09-10T00:08:09Z
dc.date.available2020-09-10T00:08:09Z
dc.date.issued2020-03-09
dc.identifier.citationWiseman , R & Watt , C 2020 , ' Conjuring cognition : A review of educational magic-based interventions ' , PeerJ , vol. 8 , e8747 . https://doi.org/10.7717/peerj.8747
dc.identifier.issn2167-8359
dc.identifier.otherPURE: 22590246
dc.identifier.otherPURE UUID: fd709036-6c0c-468e-a332-4e25a064d685
dc.identifier.otherScopus: 85084325168
dc.identifier.urihttp://hdl.handle.net/2299/23111
dc.description.abstractFor hundreds of years, magic tricks have been employed within a variety of pedagogic contexts, including promoting science and mathematics, delivering educational messaging, enhancing scepticism about the paranormal, and boosting creative thinking for product design. This review examines this diverse body of work, focusing on studies that have assessed the impact of such interventions. Although the studies tended to yield positive outcomes, much of the work suffered from methodological shortcomings, including measuring the impact of interventions over a relatively short period of time, focusing on self-report measures and failing to employ control groups. The paper makes several recommendations for future study in the area, including assessing the longer-term impact of magic-based interventions, comparing these interventions to other types of pedagogic techniques, focussing on knowledge retention and behavioural outcomes, and collaborating with magicians to develop more impactful interventions.en
dc.language.isoeng
dc.relation.ispartofPeerJ
dc.subjectBelief
dc.subjectCognition
dc.subjectConjuring
dc.subjectCritical thinking
dc.subjectEducation
dc.subjectMagic
dc.subjectPedagogic
dc.subjectPsychology
dc.subjectScience
dc.subjectNeuroscience(all)
dc.subjectBiochemistry, Genetics and Molecular Biology(all)
dc.subjectAgricultural and Biological Sciences(all)
dc.titleConjuring cognition : A review of educational magic-based interventionsen
dc.contributor.institutionDepartment of Pharmacy, Pharmacology and Postgraduate Medicine
dc.contributor.institutionDepartment of Psychology, Sport and Geography
dc.description.statusPeer reviewed
dc.identifier.urlhttp://www.scopus.com/inward/record.url?scp=85084325168&partnerID=8YFLogxK
rioxxterms.versionVoR
rioxxterms.versionofrecordhttps://doi.org/10.7717/peerj.8747
rioxxterms.typeJournal Article/Review
herts.preservation.rarelyaccessedtrue


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