Differential susceptibility to misleading flat earth arguments on youtube

Landrum, Asheley R.; Olshansky, Alex; Richards, Othello

doi:10.1080/15213269.2019.1669461

Cited by 56 publications

(37 citation statements)

References 57 publications

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“…Insofar the data prove a close relationship between the topic of a video and the transfer of knowledge. Together with users' bias to favor information that aligns with their pre-existing knowledge and attitudes, this relation probably favors selective exposure and epistemic filter bubbles (Landrum et al, 2019). In general, the results of the reception study attenuate the optimistic expectations which are traditionally connected with visualization in science communication and with audiovisual pieces particularly.…”

Section: Discussionmentioning

confidence: 77%

Audiovisual Science Communication on TV and YouTube. How Recipients Understand and Evaluate Science Videos

2020

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With the emergence of the Internet, social media and video platforms are gaining considerable influence on the traditional media landscape in general and on science communication in particular. This has changed the role of science journalists as gatekeepers because many platforms are based on a participatory culture, in which passive consumers can become active participants. In addition to scientists, non-scientific actors also act as experts and participate in the communication process between science and the public. In contrast to the relevance of YouTube for science communication there is a lack of research focusing on the questions of how internet users receive YouTube videos to acquire information about science, how successful audiovisual media function in knowledge transfer, and what effects it has on the epistemic regime of a society. Therefore, this study combines a discourse analysis with the aim to create a typology of YouTube videos—the independent variables—and an audience study for investigating knowledge transfer—the dependent variables. In the first step, this article presents the results of a systematic analysis and categorization of 400 German science videos, from which four types of audiovisual science communication on YouTube were derived: presentation films, expert films, animation films, and narrative explanatory films. In order to clarify how powerful these new forms of science communication are in terms of knowledge transfer, attitudes, and trust toward the presentation of science, a discourse analysis of the videos is combined with a multi-level reception study and an online survey. The reception study included eye-tracking to investigate the allocation of attention and two different methods of knowledge tests (recognition and recall) of which the multiple-choice test was also applied in the online survey. The results show that the type of video has an important impact on knowledge transfer and para-social effects. One of the central results of the audience study is that the videos' gaze guidance, the recipients' allocation of attention, and the results of knowledge testing are closely intertwined. The correlation of data from eye-tracking and the two knowledge tests prove in principle that the more homogeneous the gaze patterns of the recipients are, the better they score in the multiple-choice test as well as in the concept mapping test.

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Section: Discussionmentioning

confidence: 77%

Audiovisual Science Communication on TV and YouTube. How Recipients Understand and Evaluate Science Videos

2020

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“…In this sense, BCT often does not involve "theorizing" so much as sifting through information, deciding what to believe and what to disregard. Although some "conspiracy theorists" may be genuinely theorizing, most are crafting a narrative based on the synthesis of available information (Landrum, Olshansky, & Richards, 2019; and might be more appropriately described as "conspiracy theists. "…”

Section: Component 2: Misinformation Processingmentioning

confidence: 99%

“…For example, recent research has applied the "differential susceptibility to media effects model" (Valkenberg & Peter, 2013) to explore why some individuals are susceptible to "viral deception" and misinformation about science-related conspiracy theories (Landrum, Olshansky, & Richards, 2019). In a series of studies, susceptibility to misinformation about a flat Earth and other scientific conspiracy theories was found to be associated with not only high levels of conspiracist ideation, but also low scientific literacy and in some instances, religiosity Landrum, Olshansky, & Richards, 2019). In a similar fashion, it is recognized that some conspiracy narratives may be appealing because they follow existing patterns of cultural mistrust as well as racial prejudices and "othering" behaviors within an intergroup context, as discussed previously.…”

Section: Component 2: Misinformation Processingmentioning

confidence: 99%

Mistrust and misinformation: A two-component, socio-epistemic model of belief in conspiracy theories

Pierre

2020

J. Soc. Polit. Psych.

108

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Although conspiracy theories are endorsed by about half the population and occasionally turn out to be true, they are more typically false beliefs that, by definition, have a paranoid theme. Consequently, psychological research to date has focused on determining whether there are traits that account for belief in conspiracy theories (BCT) within a deficit model. Alternatively, a two-component, socio-epistemic model of BCT is proposed that seeks to account for the ubiquity of conspiracy theories, their variance along a continuum, and the inconsistency of research findings likening them to psychopathology. Within this model, epistemic mistrust is the core component underlying conspiracist ideation that manifests as the rejection of authoritative information, focuses the specificity of conspiracy theory beliefs, and can sometimes be understood as a sociocultural response to breaches of trust, inequities of power, and existing racial prejudices. Once voices of authority are negated due to mistrust, the resulting epistemic vacuum can send individuals “down the rabbit hole” looking for answers where they are vulnerable to the biased processing of information and misinformation within an increasingly “post-truth” world. The two-component, socio-epistemic model of BCT argues for mitigation strategies that address both mistrust and misinformation processing, with interventions for individuals, institutions of authority, and society as a whole.

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“…Em janeiro de 2019, o mesmo website implementou medidas que visam evitar a sugestão de vídeos com teoria da conspiração e outros tipos de desinformação, deixando de mostrá-los na página inicial do YouTube ou ao final de outro vídeo (Fonte: https:// www.uol.com.br/tilt/noticias/redacao/2019/01/25/ acha-que-a-terra-e-plana-youtube-vai-esconder--videos-com-teorias-falsas.htm). Landrum et al (2019), em uma pesquisa realizada com participantes de conferências sobre o tema, mostra que eles passaram a acreditar que a Terra era plana depois de assistir a vídeos sobre no YouTube, que normalmente, são recomendados após terem acessado outros vídeos sem comprovação científica ou informativa, como teorias conspiracionistas sobre o atentado às Torres Gêmeas nos Estados Unidos da América em 11/09/2001. Da mesma forma, há uma porcentagem relevante de vídeos de caráter conspiracionista e pseudocientífico contra o aquecimento global na internet: o relatório da Avaaz (2020) compilou estatísticas durante a pesquisa do termo "aquecimento global" no YouTube: 16% dos 100 principais vídeos relacionados, incluídos no próximo recurso e na barra de sugestões, tinham informações incorretas sobre as mudanças climáticas.…”

Section: Opiniões Versus Informações Testáveis: O Crescimento Atual Dunclassified

“…A abundância de informações disponíveis na modernidade, aliada à baixa taxa de letramento científico da média da população (Serrao et al 2016), torna-se cada vez mais comum observar relações de causa e efeito inexistentes -teorias da conspiração. Landrum et al (2019) compilam trabalhos que indicam a tendência das pessoas em manter seus posicionamentos e visão de conjunto, mesmo em face de esclarecimentos da comunidade acadêmica. Ou seja, há um empenho em manter uma lógica enviesada, rejeitando evidências científicas credíveis que não se encaixem em valores pessoais ou crenças pré--existentes.…”

Section: Opiniões Versus Informações Testáveis: O Crescimento Atual Dunclassified

História geológica da terra

et al. 2020

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Este artigo apresenta os resultados da experiência de ensino realizada em forma de uma Mesa Redonda realizada durante as atividades em grupo da disciplina Geologia Histórica no segundo semestre de 2019. O Aquecimento Global e o movimento terraplanista foram discutidos durante a atividade prática em sala de aula, na qual os alunos debateram argumentos e contra-argumentos referentes a ambos os temas. Os participantes responderam questionários antes e após a Mesa Redonda para melhor avaliar as percepções pessoais e grupais do experimento. Os resultados mostram o aprofundamento teórico dos estudantes sobre a História das Geociências e sobre estudos documentativos e científicos relativos aos temas debatidos. Os resultados da atividade contribuíram para ampliar o conhecimento dos estudantes sobre Geologia Histórica, trazendo novas perspectivas e modificando preconcepções sobre os temas debatidos. O experimento ressalta a importância da divulgação da história da Ciência e da metodologia científica na formação do cidadão crítico no cenário socio-científico contemporâneo.

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Differential susceptibility to misleading flat earth arguments on youtube

Cited by 56 publications

References 57 publications

Audiovisual Science Communication on TV and YouTube. How Recipients Understand and Evaluate Science Videos

Audiovisual Science Communication on TV and YouTube. How Recipients Understand and Evaluate Science Videos

Mistrust and misinformation: A two-component, socio-epistemic model of belief in conspiracy theories

História geológica da terra

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