Psychophysical and fMRI studies of the role of prior knowledge in visual perception

Amid the global discussion on ways to fight misinformation, journalists have been writing stories with graphical representations of data to expose misperceptions and provide readers with more accurate information. Employing an experimental design, this study explored to what extent news stories correcting misperceptions are effective in reducing them when the stories include data visualization and how influential readers’ prior beliefs, issue involvement and prior knowledge may be in that context. The study found that the presence of data visualization in news articles correcting misperceptions significantly enhanced the reduction of misperceptions among news readers with less than average prior knowledge about an issue. In addition, it was found that prior beliefs had a significant effect on news readers’ misperceptions regardless of the presence or absence of data visualization. In this way, this research offers some support for the notion that data visualization may be useful to decrease misperceptions under certain circumstances.

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Individual differences in executive function and learning: The role of knowledge type and conflict with prior knowledge

Journal of Experimental Child Psychology ◽

10.1016/j.jecp.2020.105079 ◽

2021 ◽

Vol 206 ◽

pp. 105079

Author(s):

Amanda Grenell ◽

Stephanie M. Carlson

Keyword(s):

Executive Function ◽

Individual Differences ◽

Prior Knowledge ◽

Knowledge Type

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The Psychologist-Educator Views the Relationship of Vision to Reading and Related Learning Disabilities

Journal of Learning Disabilities ◽

10.1177/002221948101401003 ◽

1981 ◽

Vol 14 (10) ◽

pp. 565-567 ◽

Cited By ~ 2

Author(s):

Jules C. Abrams

Keyword(s):

Learning Disabilities ◽

Visual Field ◽

Visual Perception ◽

Learning Disability ◽

Visual Defects ◽

Considerable Controversy ◽

Visual Problems ◽

Relationship Of ◽

The Relationship

The role of visual problems in learning disability has been a source of considerable controversy for many years. One major issue in the continuing argument is the frequent confusion of labels and concepts in the visual field. It is important to view vision as a psychophysiologic mechanism and to differentiate it from a mechanistic orientation emphasizing the eyes. Most visual problems related to learning disability represent a breakdown in the ability of the eyes to function in an harmonious fashion, that is, some interference in binocular function. While visual defects should not be confused with defects in visual perception, the identification and treatment of visual problems is an important element in the diagnosis and remediation of learning disabilities.

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