Which critique of education research is mentioned in the material?

• A. Case studies are worthless or close to it
• B. It's too applied and not telling us enough about basic cognitive processes
• C. The controlled studies are poorly done (teacher effect)
• D. They only deal with one part of cognition

Answer: (B)

The main idea being tested is the critique that education research focuses too much on practical, classroom-level outcomes and not enough on understanding the underlying cognitive processes that drive learning. If research emphasizes what works in the moment without explaining why it works—how attention, memory, and other cognitive mechanisms are engaged—it limits our ability to generalize findings to different contexts or to design interventions that target the core mechanisms of learning. That’s why the option stating it’s too applied and not telling us enough about basic cognitive processes is the best match. The other suggestions reflect different concerns—such as judging case studies harshly, worrying about teacher effects in controlled trials, or claiming research only looks at one piece of cognition—but they do not align with the specific critique emphasized in the material.