Communication Can Mislead Our Perceived Knowledge : An Exploratory Study on the Illusion of Knowing in Science Communication

2019 ◽  
Vol 16 (1) ◽  
pp. 139-169 ◽  
Author(s):  
Hwalbin Kim
Keyword(s):  
Exploratory Study ◽  
Science Communication ◽  
Perceived Knowledge ◽  
Illusion Of Knowing

scholarly journals How Perceived Processing Fluency Influences the Illusion of Knowing in Learning From TV Reports

2020 ◽  
Vol 32 (1) ◽  
pp. 2-13 ◽  
Author(s):  
Fabian A. Ryffel ◽  
Werner Wirth
Keyword(s):  
Experimental Studies ◽  
Processing Fluency ◽  
Background Music ◽  
Perceived Knowledge ◽  
Actual Knowledge ◽  
Metacognitive Judgments ◽  
Processing Heuristic ◽  
Illusion Of Knowing

Abstract. The present two-study work aims to contribute to an understanding of the causes and consequences of perceived processing fluency. Regarding its causes, the experimental studies ( N1 = 399; N2 = 337) found that features of television reports (e.g., footage used, background music) can heighten perceptions of processing fluency. Regarding its consequences, it was found that heightened perceived fluency biases metacognitive judgments. Specifically, considering perceived knowledge in relation to actual knowledge, recipients experiencing fluency have been found to overestimate their knowledge about the issue depicted in the experimental stimuli. The resulting illusion of knowing was particularly pronounced under conditions of low involvement, indicating that the so-called ease-of-processing heuristic underlies the effect.

scholarly journals Science blogging: an exploratory study of motives, styles, and audience reactions

2014 ◽  
Vol 13 (03) ◽  
pp. A05 ◽  
Author(s):  
Merja Mahrt ◽  
Cornelius Puschmann
Keyword(s):  
Content Analysis ◽  
Exploratory Study ◽  
Science Communication ◽  
Considerable Degree ◽  
Controversial Issues ◽  
Communicative Function ◽  
Reader Responses ◽  
Science Blogs

This paper presents results from three studies on science blogging, the use of blogs for science communication. A survey addresses the views and motives of science bloggers, a first content analysis examines material published in science blogging platforms, while a second content analysis looks at reader responses to controversial issues covered in science blogs. Bloggers determine to a considerable degree which communicative function their blog can realize and how accessible it will be to non-experts Frequently readers are interested in adding their views to a post, a form of involvement which is in turn welcomed by the majority of bloggers.

scholarly journals Online science videos: an exploratory study with major professional content providers in the United Kingdom

2016 ◽  
Vol 15 (06) ◽  
pp. A06 ◽  
Author(s):  
María Carmen Erviti ◽  
Erik Stengler
Keyword(s):  
United Kingdom ◽  
Exploratory Study ◽  
Science Communication ◽  
Online Video ◽  
Science Content ◽  
Communication Tool ◽  
The United Kingdom ◽  
Immense Potential

We present an exploratory study of science communication via online video through various UK-based YouTube science content providers. We interviewed five people responsible for eight of the most viewed and subscribed professionally generated content channels. The study reveals that the immense potential of online video as a science communication tool is widely acknowledged, especially regarding the possibility of establishing a dialogue with the audience and of experimenting with different formats. It also shows that some online video channels fully exploit this potential whilst others focus on providing a supplementary platform for other kinds of science communication, such as print or TV.

scholarly journals Science comics as tools for science education and communication: a brief, exploratory study

2009 ◽  
Vol 08 (04) ◽  
pp. A02 ◽  
Author(s):  
Mico Tatalovic
Keyword(s):  
Science Education ◽  
Literature Review ◽  
Scientific Literacy ◽  
Exploratory Study ◽  
Science Communication ◽  
Museum Exhibit ◽  
Future Studies ◽  
Popular Art ◽  
Art Form

Comics are a popular art form especially among children and as such provide a potential medium for science education and communication. In an attempt to present science comics in a museum exhibit I found many science themed comics and graphic books. Here I attempt to provide an overview of already available comics that communicate science, the genre of ‘science comics’. I also provide a quick literature review for evidence that comics can indeed be efficiently used for promoting scientific literacy via education and communication. I address the issue of lack of studies about science comics and their readers and suggest some possible reasons for this as well as some questions that could be addressed in future studies on the effect these comics may have on science communication.

scholarly journals Feeling Left Out: Underserved Audiences in Science Communication

2020 ◽  
Vol 8 (1) ◽  
pp. 164-176 ◽  
Author(s):  
Christian Humm ◽  
Philipp Schrögel ◽  
Annette Leßmöllmann
Keyword(s):  
Focus Groups ◽  
Exploratory Study ◽  
Science Communication ◽  
Language Skills ◽  
The Other ◽  
Emotional Impact ◽  
Detailed Composition ◽  
Communication Practices ◽  
The One ◽  
Deliberative Processes

Science communication only reaches certain segments of society. Various underserved audiences are detached from it and feel left out, which is a challenge for democratic societies that build on informed participation in deliberative processes. While only recently researchers and practitioners have addressed the question on the detailed composition of the not reached groups, even less is known about the emotional impact on underserved audiences: feelings and emotions can play an important role in how science communication is received, and “feeling left out” can be an important aspect of exclusion. In this exploratory study, we provide insights from interviews and focus groups with three different underserved audiences in Germany. We found that on the one hand, material exclusion factors such as available infrastructure or financial means as well as specifically attributable factors such as language skills, are influencing the audience composition of science communication. On the other hand, emotional exclusion factors such as fear, habitual distance, and self- as well as outside-perception also play an important role. Therefore, simply addressing material aspects can only be part of establishing more inclusive science communication practices. Rather, being aware of emotions and feelings can serve as a point of leverage for science communication in reaching out to underserved audiences.

Classifying Disfluencies in Preschool- and School-Age Spanish–English Bilinguals Who Do Not Stutter: An Exploratory Study

2020 ◽  
Vol 5 (1) ◽  
pp. 119-130
Author(s):  
Raúl Rojas ◽  
Farzan Irani
Keyword(s):  
Exploratory Study ◽  
Evidence Base ◽  
Medium Effect ◽  
Bilingual Children ◽  
Linear Regression Models ◽  
Cross Sectional ◽  
Total Percentage ◽  
Narrative Production ◽  
Language Measures ◽  
Mean Length Of Utterance

Purpose This exploratory study examined the language skills and the type and frequency of disfluencies in the spoken narrative production of Spanish–English bilingual children who do not stutter. Method A cross-sectional sample of 29 bilingual students (16 boys and 13 girls) enrolled in grades prekindergarten through Grade 4 produced a total of 58 narrative retell language samples in English and Spanish. Key outcome measures in each language included the percentage of normal (%ND) and stuttering-like (%SLD) disfluencies, percentage of words in mazes (%MzWds), number of total words, number of different words, and mean length of utterance in words. Results Cross-linguistic, pairwise comparisons revealed significant differences with medium effect sizes for %ND and %MzWds (both lower for English) as well as for number of different words (lower for Spanish). On average, the total percentage of mazed words was higher than 10% in both languages, a pattern driven primarily by %ND; %SLDs were below 1% in both languages. Multiple linear regression models for %ND and %SLD in each language indicated that %MzWds was the primary predictor across languages beyond other language measures and demographic variables. Conclusions The findings extend the evidence base with regard to the frequency and type of disfluencies that can be expected in bilingual children who do not stutter in grades prekindergarten to Grade 4. The data indicate that %MzWds and %ND can similarly index the normal disfluencies of bilingual children during narrative production. The potential clinical implications of the findings from this study are discussed.

An exploratory study from the patients' perspective of living with allergies

1997 ◽  
Vol 6 (5) ◽  
pp. 371-377
Author(s):  
Wendy Zernike ◽  
Tracie Corish ◽  
Sylvia Henderson
Keyword(s):  
Exploratory Study ◽  
Patients Perspective
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