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

Please always quote using this 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.show moreshow less

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Metadaten
Author: Timon M. J. HruschkaORCiD, Markus AppelORCiD
URN:urn:nbn:de:bvb:20-opus-350404
Document Type:Journal article
Faculties:Fakultät für Humanwissenschaften (Philos., Psycho., Erziehungs- u. Gesell.-Wissensch.) / Institut Mensch - Computer - Medien
Language:English
Parent Title (English):PLoS One
ISSN:1932-6203
Year of Completion:2023
Volume:18
Issue:3
Article Number:e0283238
Source:PLoS One (2023) 18:3, e0283238. DOI: 10.1371/journal.pone.0283238
DOI:https://doi.org/10.1371/journal.pone.0283238
Dewey Decimal Classification:1 Philosophie und Psychologie / 15 Psychologie / 150 Psychologie
Tag:human learning; learning; psychology; psychometrics; reasoning; social media; social psychology; statistical data
Release Date:2024/04/24
Licence (German):License LogoCC BY: Creative-Commons-Lizenz: Namensnennung 4.0 International