176,266 research outputs found
Are Opinions Based on Science: Modelling Social Response to Scientific Facts
As scientists we like to think that modern societies and their members base
their views, opinions and behaviour on scientific facts. This is not
necessarily the case, even though we are all (over-) exposed to information
flow through various channels of media, i.e. newspapers, television, radio,
internet, and web. It is thought that this is mainly due to the conflicting
information on the mass media and to the individual attitude (formed by
cultural, educational and environmental factors), that is, one external factor
and another personal factor. In this paper we will investigate the dynamical
development of opinion in a small population of agents by means of a
computational model of opinion formation in a co-evolving network of socially
linked agents. The personal and external factors are taken into account by
assigning an individual attitude parameter to each agent, and by subjecting all
to an external but homogeneous field to simulate the effect of the media. We
then adjust the field strength in the model by using actual data on scientific
perception surveys carried out in two different populations, which allow us to
compare two different societies. We interpret the model findings with the aid
of simple mean field calculations. Our results suggest that scientifically
sound concepts are more difficult to acquire than concepts not validated by
science, since opposing individuals organize themselves in close communities
that prevent opinion consensus.Comment: 21 pages, 5 figures. Submitted to PLoS ON
Polar facts in the age of polarization
Many drivers of polar-region change originate in mid-latitude industrial societies, so public perceptions there matter. Building on earlier surveys of US public knowledge and concern, a series of New Hampshire state surveys over 2011â2015 tracked public knowledge of some basic polar facts. Analysis indicates that these facts subjectively fall into two categories: those that are or are not directly connected to beliefs about climate change. Responses to climate-linked factual questions, such as whether Arctic sea ice area has declined compared with 30 years ago, are politicized as if we were asking for climate-change opinions. Political divisions are less apparent with factual questions that do not suggest climate change, such as whether the North Pole is on land or sea ice. Only 38% of respondents could answer that question correctly, and even fewer (30%) knew or guessed correctly that melting of Greenland and Antarctic land ice, rather than Arctic sea ice, could potentially do the most to raise sea levels. At odds with the low levels of factual knowledge, most respondents say they have a moderate amount or a great deal of understanding about climate change. A combination of low knowledge with high self-assessed understanding characterizes almost half our sample and correlates with political views. The low knowledge/high understanding combination is most prevalent among Tea Party supporters, where it reaches 61%. It also occurs often (60%) among people who do not believe climate is changing. These results emphasize that diverse approaches are needed to communicate about science with people having different configurations of certainty and knowledge
Reinforcing attitudes in a gatewatching news era: individual-level antecedents to sharing fact-checks on social media
Despite the prevalence of fact-checking, little is known about who posts fact-checks online. Based upon a content analysis of Facebook and Twitter digital trace data and a linked online survey (Nâ=â783), this study reveals that sharing fact-checks in political conversations on social media is linked to age, ideology, and political behaviors. Moreover, an individualâs need for orientation (NFO) is an even stronger predictor of sharing a fact-check than ideological intensity or relevance, alone, and also influences the type of fact-check format (with or without a rating scale) that is shared. Finally, participants generally shared fact-checks to reinforce their existing attitudes. Consequently, concerns over the effects of fact-checking should move beyond a limited-effects approach (e.g., changing attitudes) to also include reinforcing accurate beliefs.Accepted manuscrip
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The Rumsfeld Effect: The unknown unknown
A set of studies tested whether people can use awareness of ignorance to provide enhanced test consistency over time if they are allowed to place uncertain items into a âdonât knowâ category. For factual knowledge this did occur, but for a range of other forms of knowledge relating to conceptual knowledge and personal identity, no such effect was seen. Known unknowns would appear to be largely restricted to factual kinds of knowledge
Reclaiming the Moral in the Dispositions Debate
This article addresses the current debates about the definition and assessment of dispositions in teacher education. Competing perspectives on the definitions and assessment of dispositions in teacher education are examined and critiqued, and a renewed commitment to foregrounding the moral nature of teaching is suggested. Recommendations for understanding and assessing the moral in teacher education, including the development of a code of ethics for the profession, are provided
Towards new information resources for public health: From WordNet to MedicalWordNet
In the last two decades, WORDNET has evolved as the most comprehensive computational lexicon of general English. In this article, we discuss its potential for supporting the creation of an entirely new kind of information resource for public health, viz. MEDICAL WORDNET. This resource is not to be conceived merely as a lexical extension of the original WORDNET to medical terminology; indeed, there is already a considerable degree of overlap between WORDNET and the vocabulary of medicine. Instead, we propose a new type of repository, consisting of three large collections of (1) medically relevant word forms, structured along the lines of the existing Princeton WORDNET; (2) medically validated propositions, referred to here as medical facts, which will constitute what we shall call MEDICAL FACTNET; and (3) propositions reflecting laypersonsâ medical beliefs, which will constitute what we shall call the MEDICAL BELIEFNET. We introduce a methodology for setting up the MEDICAL WORDNET. We then turn to the discussion of research challenges that have to be met in order to build this new type of information resource
Relativism Defended
I argue for a type of relativism that allows different people to have conflicting accurate representations of the world. This is contrary to the view of most Anglo-American philosophers, who would, with Paul Boghossian in Fear of Knowledge, deny that âthere are many radically different, yet âequally validâ ways of knowing the world.â My argument is not a metaphysical argument about the ultimate nature of the outside world, but a psychological argument about the mental processes of representation. The argument starts from a few principles of naĂŻve (or folk) psychology, but is later extended to apply to mechanisms that do not have a âpsychology.â Finally, I briefly discuss the anti-relativist impulse in philosophy, with particular reference to Boghossianâs example of non-scientific beliefs regarding Lakota origins. I argue that both we and the Lakotas have good reason to reject such beliefs while still remaining relativists. Being a relativist does not mean that you get to believe whatever you like
Teachers' adoption of inquiry-based learning activities : the importance of beliefs about education, the self, and the context
Even though studies have shown that the impact of professional development on inquiry-based learning (IBL) tends to remain limited when it fails to consider teachers' beliefs, there is little known about how these beliefs influence teachers' adoption of IBL. In answer to this issue, the present study offers a framework that explains teachers' use of IBL through three constitutive dimensions of beliefs systems, covering the constructs of education, the self, and the context. This framework is empirically investigated through a survey study with 536 secondary school history teachers. The resulting data are used to estimate a structural equation model (SEM), which indicates that the framework is able to explain a relatively large portion (38%) of the variance in teachers' decision to implement IBL. Based on the findings, the implications for professional development and research on teachers' use of IBL in general, and within history education in particular, are discussed
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