Fake News Detection in Aging During the Era of Infodemic

Increasing misinformation spread, including news about COVID-19, poses a threat to older adults but there is little empirical research on this population within the fake news literature. Embedded in the Changes in Integration for Social Decisions in Aging (CISDA) model, this study examined the role of (i) analytical reasoning; (ii) affect; and (iii) news consumption frequency, and their interplay with (iv) news content, in determining fake news detection in aging during the COVID-19 pandemic. Young (age range 18-35 years, M = 20.24, SD = 1.88) and older (age range 61-87 years, M = 70.51, SD = 5.88) adults were randomly assigned to view COVID or non-COVID news articles, followed by measures of analytical reasoning, affect, and news consumption frequency. Comparable across young and older adults, fake news detection accuracy was higher for news unrelated to COVID, and non-COVID fake news detection was predicted by individual differences in analytic reasoning. Examination of chronological age effects further revealed that detection of fake news among older adults aged over 70 years depended on interactions between individual CISDA components and news content. Collectively, these findings suggest that age-related susceptibility to fake news may only be apparent in later stages of older adulthood, but vulnerabilities are context dependent. Our findings advance understanding of psychological mechanisms in fake news evaluation and empirically support CISDA in its application to fake news detection in aging.

To whom will ye liken me, and make me equal? Reformulating the role of the comparator in the identification of discrimination

<p>The use of comparator groups has to date been central to establishing a breach of s 19 of the New Zealand Bill of Rights Act 1990. The New Zealand courts’ approach to the formulation of comparator groups admits a lack of a clear methodology. This paper argues that, in the absence of a framework guiding the formulation of the comparator, the methodology permits arbitrary and inconsistent decision-making. The flexibility of the approach risks premature exclusion of claims in reliance on intuitive rather than analytical reasoning, limiting the transformative potential of nondiscrimination provisions. Of particular concern is the involvement of matters of justification at the comparator stage. The High Court judgment in B v Chief Executive of the Ministry of Social Development is emblematic of these concerns. Recent developments at the Court of Appeal in Ministry of Health v Atkinson and Child Poverty Action Group v Attorney-General have provided some guidance, but have not gone far enough. This paper recommends that the courts depart from requiring a comparator for claims under s 19. Where comparators are necessary, it is proposed that the courts defer to the claimant’s choice of comparator, and decouple the identification of differential treatment from questions of causation.</p>

To whom will ye liken me, and make me equal? Reformulating the role of the comparator in the identification of discrimination

<p>The use of comparator groups has to date been central to establishing a breach of s 19 of the New Zealand Bill of Rights Act 1990. The New Zealand courts’ approach to the formulation of comparator groups admits a lack of a clear methodology. This paper argues that, in the absence of a framework guiding the formulation of the comparator, the methodology permits arbitrary and inconsistent decision-making. The flexibility of the approach risks premature exclusion of claims in reliance on intuitive rather than analytical reasoning, limiting the transformative potential of nondiscrimination provisions. Of particular concern is the involvement of matters of justification at the comparator stage. The High Court judgment in B v Chief Executive of the Ministry of Social Development is emblematic of these concerns. Recent developments at the Court of Appeal in Ministry of Health v Atkinson and Child Poverty Action Group v Attorney-General have provided some guidance, but have not gone far enough. This paper recommends that the courts depart from requiring a comparator for claims under s 19. Where comparators are necessary, it is proposed that the courts defer to the claimant’s choice of comparator, and decouple the identification of differential treatment from questions of causation.</p>

Predictors of language proficiency in school-age Spanish–English bilingual children with and without developmental language disorder

Children with developmental language disorder (DLD) have impairments in their language-learning abilities that may influence interactions with environmental opportunities to learn two languages. This study explores relationships between proficiency in L1 and L2 and a set of environmental and personal variables within a group of school-age Spanish–English bilingual children with DLD and a group of typically-developing peers. Within each group, current usage in the home, length of L2 exposure, gender, maternal education, analytical reasoning, and number of L1 conversational partners were used to predict proficiency in each language. Results showed that home language environment, particularly home L2 usage, strongly predicted L1 proficiency but had less influence on the L2. Female gender predicted L1 skills in both groups, whereas analytical reasoning predicted both L1 and L2 but only for children with DLD. This study expands the limited literature on how children with DLD interact with their environment to learn two languages.

Big-Five Personality Traits and Cognitive Skills in Higher Education in the Pandemic Context

The SARS-Cov-2 pandemic created a severe psychosocial and medical shock all over the world. For more than a year, humanity struggled with adjusting to different measures that governments imposed on the population worldwide. Educational systems all over the world were forced to comply with the new conditions of activity. In this context, different reactions emerged, and skills were used and developed. The coronavirus pandemic was and still is a stressful worldwide event that disrupted, among numerous other things, the everyday life of professional activities and the manner of their deployment. This study aims to investigate the relationship between variables like analytical reasoning, text comprehension, detail perception, conscientiousness, emotional stability and autonomy. A sample of 327 students from Ovidius University of Constanta, aged between 19 and 50 years, were assessed using Cognitrom Assessment System. Results show that: (1) there is a positive correlation between analytical reasoning, text comprehension and detail perception; (2) analytical reasoning positively correlates with conscientiousness and emotional stability; (3) text comprehension correlates with emotional stability; and (4) detail perception has no significant correlation with any of the studied personality traits. Results are interpreted and discussed in the end of the article, in relationship with the use of these intellectual skills and personality traits in the context of the Covid-19 pandemic, especially by certain population categories which had to use the online environment for their regular professional activities.

Competitive Advantages and Values Created and Attained Out of Well-Crafted Customer Value Propositions

To help facilitate the development of a theoretically rigorous and practically useful theory of customer value propositions (CVP), as called for repeatedly by the extant literature, this paper establishes a game-theoretic theorem regarding the dynamics of market competition and potential market entry. On top of this result and by employing logical rigor and analytical reasoning, eight generally true facts are developed without suffering from the constraints of data- and anecdote- based approaches, as widely used in the literature. In particular, these established results reveal how a newly adopted CVP is associated with the three essential processes underlying a company’s operation, how it will be pivotal for the company to attain competitive advantages, how the value added by adopted CVPs can be determined, etc. At the end, recommendations for decision-making managers and entrepreneurs and potential questions for future research are provided.

Konsep Higher Order Thinking Skills (HOTS) dalam Pemikiran Pendidikan Islam

Islamic education must give birth to individuals who have positive behavior according to the goals of education itself. One figure of Islamic education thought argued that the purpose of education includes three aspects namely cognitive aspects which include the development of reason, such as intelligence, and power of thought; apective aspects include the development of the heart, such as the development of taste, heart and spirit and psychomotor aspects, namely physical development such as physical health and skills. These three aspects have a very close connection and attachment. By having good, critical and analytical reasoning, students will be able to find values ​​that internalize themselves, plunge into their hearts so as to produce attitudes and behaviors as a manifestation of the knowledge they have acquired. The ability to think critically and analytically requires a high level of reasoning known as Higher Order Thinking Skills (HOTS).