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Learning about informal fallacies and the detection of fake news: an experimental intervention

Zitieren Sie bitte immer diese URN: urn:nbn:de:bvb:20-opus-350404
  • The philosophical concept of informal fallacies–arguments that fail to provide sufficient support for a claim–is introduced and connected to the topic of fake news detection. We assumed that the ability to identify informal fallacies can be trained and that this ability enables individuals to better distinguish between fake news and real news. We tested these assumptions in a two-group between-participants experiment (N = 116). The two groups participated in a 30-minute-long text-based learning intervention: either about informal fallacies orThe philosophical concept of informal fallacies–arguments that fail to provide sufficient support for a claim–is introduced and connected to the topic of fake news detection. We assumed that the ability to identify informal fallacies can be trained and that this ability enables individuals to better distinguish between fake news and real news. We tested these assumptions in a two-group between-participants experiment (N = 116). The two groups participated in a 30-minute-long text-based learning intervention: either about informal fallacies or about fake news. Learning about informal fallacies enhanced participants’ ability to identify fallacious arguments one week later. Furthermore, the ability to identify fallacious arguments was associated with a better discernment between real news and fake news. Participants in the informal fallacy intervention group and the fake news intervention group performed equally well on the news discernment task. The contribution of (identifying) informal fallacies for research and practice is discussed.zeige mehrzeige weniger

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Metadaten
Autor(en): Timon M. J. HruschkaORCiD, Markus AppelORCiD
URN:urn:nbn:de:bvb:20-opus-350404
Dokumentart:Artikel / Aufsatz in einer Zeitschrift
Institute der Universität:Fakultät für Humanwissenschaften (Philos., Psycho., Erziehungs- u. Gesell.-Wissensch.) / Institut Mensch - Computer - Medien
Sprache der Veröffentlichung:Englisch
Titel des übergeordneten Werkes / der Zeitschrift (Englisch):PLoS One
ISSN:1932-6203
Erscheinungsjahr:2023
Band / Jahrgang:18
Heft / Ausgabe:3
Aufsatznummer:e0283238
Originalveröffentlichung / Quelle:PLoS One (2023) 18:3, e0283238. DOI: 10.1371/journal.pone.0283238
DOI:https://doi.org/10.1371/journal.pone.0283238
Allgemeine fachliche Zuordnung (DDC-Klassifikation):1 Philosophie und Psychologie / 15 Psychologie / 150 Psychologie
Freie Schlagwort(e):human learning; learning; psychology; psychometrics; reasoning; social media; social psychology; statistical data
Datum der Freischaltung:24.04.2024
Lizenz (Deutsch):License LogoCC BY: Creative-Commons-Lizenz: Namensnennung 4.0 International