scholarly journals Third-person Perceptions and Calls for Censorship of Flat Earth Videos on YouTube

2020 ◽  
Author(s):  
Asheley R. Landrum ◽  
Alex Olshansky

Calls for censorship have been made in response to the proliferation of flat Earth videos on YouTube, but these videos are likely convincing to very few. Instead, people appear to worry that these videos are brainwashing others—not themselves. That individuals believe other people will be more influenced by media messages than themselves is called third-person perception, and the consequences from those perceptions, such as calls for censorship, are called third-person effects. Here, we conduct three studies that examine the flat Earth phenomenon using third-person perception and effects as a theoretical framework. We first measured participants’ own perceptions of the convincingness of flat Earth arguments presented in YouTube videos and compared these to participants’ perceptions of how convincing others might find the arguments. Instead of merely looking at ratings of one’s self versus a general “other”, however, we asked people to consider a variety of identity groups who differ based on political party, religiosity, educational attainment, and area of residence (e.g., rural, urban). We found that participants’ religiosity and political party were the strongest predictors of third-person perceptions across the different identity groups. In our second and third, pre-registered studies, we found support for our first study’s conclusions, and we found mixed evidence for whether third-person perceptions predict support for censoring YouTube.

2020 ◽  
Vol 8 (2) ◽  
pp. 387-400 ◽  
Author(s):  
Asheley R. Landrum ◽  
Alex Olshansky

Calls for censorship have been made in response to the proliferation of flat Earth videos on YouTube, but these videos are likely convincing to very few. Instead, people may worry these videos are brainwashing others. That individuals believe other people will be more influenced by media messages than themselves is called third-person perception (TPP), and the consequences from those perceptions, such as calls for censorship, are called third-person effects (TPE). Here, we conduct three studies that examine the flat Earth phenomenon using TPP and TPE as a theoretical framework. We first measured participants’ own perceptions of the convincingness of flat Earth arguments presented in YouTube videos and compared these to participants’ perceptions of how convincing others might find the arguments. Instead of merely looking at ratings of one’s self vs. a general ‘other,’ however, we asked people to consider a variety of identity groups who differ based on political party, religiosity, educational attainment, and area of residence (e.g., rural, urban). We found that participants’ religiosity and political party were the strongest predictors of TPP across the different identity groups. In our second and third pre-registered studies, we found support for our first study’s conclusions, and we found mixed evidence for whether TPP predict support for censoring YouTube among the public.


2019 ◽  
Author(s):  
Asheley R. Landrum ◽  
Alex Olshansky
Keyword(s):  

Calls for censorship have been made in response to the proliferation of flat Earth videos on YouTube, but these videos are likely convincing to very few. Instead, people are worried about these videos affecting others. This study examines third-person perceptions related to Flat Earth videos on YouTube. We found that participants’ religiosity and political party were most important for predicting third-person perceptions across the different group types.


Author(s):  
John Chapin

The purpose of this chapter is to document the extent of Facebook use and cyberbullying among adolescents. It is based on a study theoretically grounded in third-person perception (TPP), the belief that media messages affect other people more than oneself. As Facebook establishes itself as the dominant social network, users expose themselves to a level of bullying not possible in the analog world. The study found that 84% of adolescents (middle school through college undergraduates) use Facebook, and that most users log on daily. While 30% of the sample reported being cyberbullied, only 12.5% quit using the site and only 18% told a parent or school official. Despite heavy use and exposure, adolescents exhibit TPP, believing others are more likely to be negatively affected by Facebook use. A range of self-protective behaviors from precautionary (deleting or blocking abusive users) to reactionary (quitting Facebook) were related to decreased degrees of TPP. Implications for prevention education are discussed.


2008 ◽  
Vol 58 (2) ◽  
pp. 280-300 ◽  
Author(s):  
Ye Sun ◽  
Zhongdang Pan ◽  
Lijiang Shen

2019 ◽  
Vol 9 (4) ◽  
pp. 261
Author(s):  
Öztok

The potential for more egalitarian or democratic forms of engagements among people is accepted to be somehow actualised naturally within collaborative or cooperative forms of learning. There is an urgent need for a theoretical framework that does not limit social justice with access or participation, but focuses on the otherwise hidden ways in which group work can yield suboptimal outcomes. This article aims to expand the current understandings of social justice in networked learning practices by challenging the ways in which online subjectivities are conceptualised in communal settings. It is argued that the mediated experience in online spaces should be conceptualised in tandem with one's social presence and social absence if education is to be studied more rigorously and if claims of justice are to be made in networked learning.


Author(s):  
Natalie Gerber

This chapter explains how incorporating podcasts and multimedia sources (audio and TV clips, social-media messages, etc.) into a History of English course can lead not only to the greatest student engagement but also to a significantly richer learning experience. This chapter will reflect upon both what these materials are and why they should be so meaningful for students, as well as how these materials are also satisfying and engaging to the scholar/teacher. Specific examples of podcasts, YouTube videos, and Internet memes are mentioned, along with relevant class discussion prompts or out-of-class assignments.


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