People’s explanatory preferences for scientific phenomena

Abstract

Previous work has found that people are drawn to explanations of psychological phenomena when these explanations contain neuroscience information, even when that information is irrelevant. This preference may be due to a general preference for reductive explanations; however, prior work has not investigated whether people indeed prefer such explanations or whether this preference varies by scientific discipline. The current study asked 82 participants to choose which methods would be most appropriate for investigating topics in six scientific fields. Participants generally preferred methods that either matched the field of investigation (e.g., biology for biology) or that came from the immediately more reductive field (e.g., chemistry for biology). Both of these patterns were especially evident for the pairing of psychology and neuroscience. Additionally, participants selected significantly more methods as being useful for explaining neuroscience phenomena. These results suggest that people’s sense of the relations among scientific fields are fairly well calibrated but display some general attraction to neuroscience.

Neuroscientific evidence in the courtroom: a review

“…One explanation would be that such evidence is considered a “better argument” (i.e., more satisfying or more impactful), thus rendering the defense’s argument more satisfying or impactful. This explanation seems likely because, outside of the legal arena, it has been consistently reported that people find neuroscience explanations of psychological phenomena more satisfying (i.e., the “seductive allure effect”; Hopkins et al, 2016; Weisberg et al, 2018, 2008, 2015). Subsequent studies have suggested that this is due to a general preference for reductive explanations across the sciences (Hopkins et al, 2016; Weisberg et al, 2018).…”

“…This explanation seems likely because, outside of the legal arena, it has been consistently reported that people find neuroscience explanations of psychological phenomena more satisfying (i.e., the “seductive allure effect”; Hopkins et al, 2016; Weisberg et al, 2018, 2008, 2015). Subsequent studies have suggested that this is due to a general preference for reductive explanations across the sciences (Hopkins et al, 2016; Weisberg et al, 2018). However, of the studies reviewed herein, none asked mock jurors whether neuroscientific evidence is more satisfying, and only two asked mock jurors whether they found such evidence persuasive (Gurley & Marcus, 2008; LaDuke et al, 2018).…”

“…Nevertheless, Weisberg and colleagues (Hopkins, Weisberg, & Taylor, 2016; Weisberg, Hopkins, & Taylor, 2018; Weisberg et al, 2008, 2015) and Michael et al (2013) do provide evidence that laypeople’s evaluations of scientific claims may be affected by the mere presence of neuroscientific information, even when that information provides no additional value to the argument. These data have implications for everyday events (such as reading the news), as well as criminal trials, where the stakes of laypeople’s judgments are particularly high.…”

The explanation-polarisation model: Pseudoscience spreads through explanatory satisfaction and group polarisation

“…Pseudoscientific neuro-jargon is particularly effective for psychological explanations in comparison with irrelevant social science and natural science jargon (Fernandez-Duque, Evans, Christian, & Hodges, 2015;Weisberg, Hopkins, & Taylor, 2018), perhaps due to the authority ascribed to neuroscience when explaining behaviour (Racine, Waldman, Rosenberg, & Illes, 2010).…”

Profil Kemampuan Pembedaan Rangkaian Seri Dan Paralel Calon Guru Sekolah Dasar

“…Ilmu Pengetahuan Alam (IPA) atau Sains merupakan mata pelajaran yang tidak hanya dapat diperoleh dengan melihat dan membaca saja tetapi juga dalam konsepkonsepnya selalu berhubungan dengan berbagai fenomena alam dan fakta-fakta nyata yang berkaitan dengan gejala-gejala alam dalam kehidupan sehari-hari (Weisberg, Hopkins, & Taylor, 2018;Sudarmadji, 2013). Tujuan diberikannya materi IPA untuk peserta didik tingkat sekolah dasar yakni agar peserta didik dapat memahami konsep dasar Sains atau IPA yang kemudian dapat dihubungkan secara kontekstual dalam kehidupan sehari-hari (Erfan, Widodo, Umar, Radiusman, & Ratu, 2020).…”