scholarly journals A Comparison of Prebunking and Debunking Interventions for Implied versus Explicit Misinformation

2021 ◽  
Author(s):  
Li Qian Tay ◽  
Mark J. Hurlstone ◽  
Tim Kurz ◽  
Ullrich K. H. Ecker

Psychological research has offered valuable insights into how to combat misinformation. The studies conducted to date, however, have three limitations. First, pre-emptive (“prebunking”) and retroactive (“debunking”) interventions have mostly been examined in parallel, and thus it is unclear which of these two predominant approaches is more effective. Second, there has been a focus on misinformation that is explicitly false, but misinformation that uses literally true information to mislead is common in the real world. Finally, studies have relied mainly on questionnaire measures of reasoning, neglecting behavioural impacts of misinformation and interventions. To offer incremental progress towards addressing these three issues, we conducted an experiment (N = 735) involving misinformation on fair trade. We contrasted the effectiveness of prebunking versus debunking and the impacts of implied versus explicit misinformation, and incorporated novel measures assessing consumer behaviours (i.e., willingness-to-pay; information seeking; online misinformation promotion) in addition to standard questionnaire measures. In general, we found debunking to be more effective than prebunking, although both were able to reduce misinformation reliance. We also found that individuals tended to rely more on explicit than implied misinformation both with and without interventions.

1970 ◽  
Vol 4 (1) ◽  
Author(s):  
Richard L Gilbert

The P.R.O.S.E. (Psychological Research on Synthetic Environments) Project was established to investigate the psychology of 3D virtual worlds. Under the auspices of the project, a systematic program of in-world behavioral research is being conducted that addresses three core questions related to the psychology of 3D immersive environments: What are the characteristics of active participants in virtual worlds? Do the principles of psychology that operate in the real world also apply to the virtual world? Do experiences in the virtual world have the capacity to influence behavior and subjective experience in the real world? The current paper describes a series of studies that examine each of these questions and outlines future directions for the project. If projections for a highly populated, ubiquitously accessible (web-based), and seamlessly integrated (interoperable) network of virtual worlds are borne out, a new realm of psychological reality and interaction will have been created that will be increasingly important for behavioral scientists to investigate and understand.


2005 ◽  
Vol 14 (6) ◽  
pp. 668-676 ◽  
Author(s):  
Katharina-Maria Behr ◽  
Andreas Nosper ◽  
Christoph Klimmt ◽  
Tilo Hartmann

As scientific laboratories are an important domain of application of VR technology, ethical issues of VR have to be discussed with respect to research and the treatment of research subjects. Exposing participants to VR systems may raise ethical problems due to motion sickness, information overload, intensification of experience, and difficulties with reentry into the real world. The ethical guidelines which are typically applied to psychological research do not cover all of these problems in detail and have to be reconsidered, since they have not been developed with regard to the use of VR systems. Therefore, practical strategies to cope with the addressed ethical problems in VR research are recommended.


2021 ◽  
Author(s):  
Alexandr Ten ◽  
Pierre-Yves Oudeyer ◽  
Clément Moulin-Frier

Intrinsically motivated information-seeking, also called curiosity-driven exploration, is widely believed to be a key ingredient for autonomous learning in the real world. Such forms of spontaneous exploration have been studied in multiple independent lines of computational research, producing a diverse range of algorithmic models that capture different aspects of these processes. These algorithms resolve some of the limitations of neurocognitive theories by formally describing computational functions and algorithmic implementations of intrinsically motivated learning. Moreover, they reveal a high diversity of effective forms of intrinsically motivated information-seeking that can be characterized along different mechanistic and functional dimensions. This chapter aims at reviewing different classes of algorithms and highlighting several important dimensions of variation among them. Identifying these dimensions provides means for structuring a comprehensive taxonomy of approaches. We believe this exercise to be useful in working towards a general computational account of information-seeking. Such an account should facilitate the proposition of new hypotheses about information-seeking in humans and complement the existing psychological theory of curiosity.


2010 ◽  
Vol 20 (3) ◽  
pp. 100-105 ◽  
Author(s):  
Anne K. Bothe

This article presents some streamlined and intentionally oversimplified ideas about educating future communication disorders professionals to use some of the most basic principles of evidence-based practice. Working from a popular five-step approach, modifications are suggested that may make the ideas more accessible, and therefore more useful, for university faculty, other supervisors, and future professionals in speech-language pathology, audiology, and related fields.


2006 ◽  
Vol 40 (7) ◽  
pp. 47
Author(s):  
LEE SAVIO BEERS
Keyword(s):  

2016 ◽  
Author(s):  
Lawrence A. Cunningham
Keyword(s):  

Sign in / Sign up

Export Citation Format

Share Document