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Learning about informal fallacies and the detection of fake news: an experimental intervention
(2023)
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 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.
The experience of threat was found to result—mostly—in increased pain, however it is still unclear whether the exact opposite, namely the feeling of safety may lead to a reduction of pain. To test this hypothesis, we conducted two between-subject experiments (N = 94; N = 87), investigating whether learned safety relative to a neutral control condition can reduce pain, while threat should lead to increased pain compared to a neutral condition. Therefore, participants first underwent either threat or safety conditioning, before entering an identical test phase, where the previously conditioned threat or safety cue and a newly introduced visual cue were presented simultaneously with heat pain stimuli. Methodological changes were performed in experiment 2 to prevent safety extinction and to facilitate conditioning in the first place: We included additional verbal instructions, increased the maximum length of the ISI and raised CS-US contingency in the threat group from 50% to 75%. In addition to pain ratings and ratings of the visual cues (threat, safety, arousal, valence, and contingency), in both experiments, we collected heart rate and skin conductance. Analysis of the cue ratings during acquisition indicate successful threat and safety induction, however results of the test phase, when also heat pain was administered, demonstrate rapid safety extinction in both experiments. Results suggest rather small modulation of subjective and physiological pain responses following threat or safety cues relative to the neutral condition. However, exploratory analysis revealed reduced pain ratings in later trials of the experiment in the safety group compared to the threat group in both studies, suggesting different temporal dynamics for threat and safety learning and extinction, respectively.
Perspective: The present results demonstrate the challenge to maintain safety in the presence of acute pain and suggest more research on the interaction of affective learning mechanism and pain processing.
Neuropeptides have gained broad attraction in insect neuroscience and physiology, as new genetic tools are increasingly uncovering their wide-ranging pleiotropic functions with high cellular resolution. Allatostatin A (AstA) peptides constitute one of the best studied insect neuropeptide families. In insects and other panarthropods, AstA peptides qualify as brain-gut peptides and have regained attention with the discovery of their role in regulating feeding, growth, activity/sleep and learning. AstA receptor homologs are found throughout the protostomia and group with vertebrate somatostatin/galanin/kisspeptin receptors. In this review, we summarise the current knowledge on the evolution and the pleiotropic and cell-specific non-allatostatic functions of AstA. We speculate about the core functions of AstA signalling, and derive open questions and challengesfor future research on AstA and invertebrate neuropeptides in general.
Ciliary neurotrophic factor (Cntf) acts as a differentiation and survival factor for different types of neurons and glial cells. It is expressed by peripheral Schwann cells and astrocytes in the central nervous system and mediates its effects via a receptor complex involving CntfRα, LifRß and gp130, leading to downstream activation of Stat3. Recent studies by our group have shown that Cntf modulates neuronal microtubule dynamics via Stat3/stathmin interaction. In a mouse model for motor neuron disease, i.e. pmn, Cntf is able to rescue axonal degeneration through Stat3/stathmin signaling. While these findings suggest a role of Cntf in controlling axonal functions in the neuromuscular system, additional data indicate that Cntf might also play a role in synaptic plasticity in the hippocampus. Electrophysiological recordings in hippocampal organotypic cultures and acute slices revealed a deficit in long-term potentiation (LTP) in Cntf -/- mice. This deficit was rescued by 24 h stimulation with Cntf, combined with an acute application of Cntf during LTP-measurements indicating that Cntf is both necessary and sufficient for hippocampal LTP, and possibly synaptic plasticity. Therefore, Cntf knockout mice were investigated to elucidate this possible role of Cntf in hippocampal LTP and synaptic plasticity.
First, we validated the presence of Cntf in the target tissue: in the hippocampus, Cntf was localized in Gfap-positive astrocytes surrounding small blood vessels in the fissure and in meningeal areas close to the dentate gyrus. Laser micro-dissection and qPCR analysis showed a similar distribution of Cntf-coding mRNA validating the obtained immunofluorescent results. Despite the strong LTP deficit in organotypic cultures, in vivo behavior of Cntf -/- mice regarding hippocampus-dependent learning and anxiety-related paradigms was largely inconspicuous. However, western blot analysis of hippocampal organotypic cultures revealed a significant reduction of pStat3 levels in Cntf -/- cultures under baseline conditions, which in turn were elevated upon Cntf stimulation. In order to resolve and examine synaptic structures we turned to in vitro analysis of cultured hippocampal neurons which indicated that pStat3 is predominantly located in the presynapse. In line with these findings, presynapses of Cntf -/- cultures were reduced in size and when in contact to astrocytes, contained less pStat3 immunoreactivity compared to presynapses in wildtype cultures.
In conclusion, our findings hypothesize that despite of a largely inconspicuous behavioral phenotype of Cntf -/- mice, Cntf appears to have an influence on pStat3 levels at hippocampal synapses. In a next step these two key questions need to be addressed experimentally: 1) is there a compensatory mechanism by members of the Cntf family, possibly downstream of pStat3, which explains the in vivo behavioral results of Cntf -/- mice and can likewise account for the largely inconspicuous phenotype in CNTF-deficient humans? 2) How exactly does Cntf influence LTP through Stat3 signaling? To unravel the underlying mechanism further experiments should therefore investigate whether microtubule dynamics downstream of Stat3 and stathmin signaling are involved in the Cntf-induced modulation of hippocampal synaptic plasticity, similar to as it was shown in motoneurons.
Does generation benefit learning for narrative and expository texts? A direct replication attempt
(2021)
Generated information is better recognized and recalled than information that is read. This so‐called generation effect has been replicated several times for different types of material, including texts. Perhaps the most influential demonstration was by McDaniel et al. (1986, Journal of Memory and Language, 25, 645–656; henceforth MEDC). This group tested whether the generation effect occurs only if the generation task stimulates cognitive processes not already stimulated by the text. Numerous studies, however, report difficulties replicating this text by generation‐task interaction, which suggests that the effect might only be found under conditions closer to the original method of MEDC. To test this assumption, we will closely replicate MEDC's Experiment 2 in German and English‐speaking samples. Replicating the effect would suggest that it can be reproduced, at least under limited conditions, which will provide the necessary foundation for future investigations into the boundary conditions of this effect, with an eye towards its utility in applied contexts.
Learning with digital media has become a substantial part of formal and informal educational processes and is gaining more and more importance. Technological progress has brought overwhelming opportunities for learners, but challenges them at the same time. Learners have to regulate their learning process to a much greater extent than in traditional learning situations in which teachers support them through external regulation. This means that learners must plan their learning process themselves, apply appropriate learning strategies, monitor, control and evaluate it. These requirements are taken into account in various models of self-regulated learning (SRL). Although the roots of research on SRL go back to the 1980s, the measurement and adequate support of SRL in technology-enhanced learning environments is still not solved in a satisfactory way. An important obstacle are the data sources used to operationalize SRL processes. In order to support SRL in adaptive learning systems and to validate theoretical models, instruments are needed which meet the classical quality criteria and also fulfil additional requirements. Suitable data channels must be measurable "online", i.e., they must be available in real time during learning for analyses or the individual adaptation of interventions. Researchers no longer only have an interest in the final results of questionnaires or tasks, but also need to examine process data from interactions between learners and learning environments in order to advance the development of theories and interventions. In addition, data sources should not be obtrusive so that the learning process is not interrupted or disturbed. Measurements of physiological data, for example, require learners to wear measuring devices. Moreover, measurements should not be reactive. This means that other variables such as learning outcomes should not be influenced by the measurement. Different data sources that are already used to study and support SRL processes, such as protocols on thinking aloud, screen recording, eye tracking, log files, video observations or physiological sensors, meet these criteria to varying degrees. One data channel that has received little attention in research on educational psychology, but is non-obtrusive, non-reactive, objective and available online, is the detailed, timely high-resolution data on observable interactions of learners in online learning environments. This data channel is introduced in this thesis as "peripheral data". It records both the content of learning environments as context, and related actions of learners triggered by mouse and keyboard, as well as the reactions of learning environments, such as structural or content changes. Although the above criteria for the use of the data are met, it is unclear whether this data can be interpreted reliably and validly with regard to relevant variables and behavior.
Therefore, the aim of this dissertation is to examine this data channel from the perspective of SRL and thus further close the existing research gap. One development project and four research projects were carried out and documented in this thesis.
Behavioral adaptation to environmental changes is crucial for animals’ survival. The prediction of the outcome of one owns action, like finding reward or avoiding punishment, requires recollection of past experiences and comparison with current situation, and adjustment of behavioral responses. The process of memory acquisition is called learning, and the Drosophila larva came up to be an excellent model organism for studying the neural mechanisms of memory formation. In Drosophila, associative memories are formed, stored and expressed in the mushroom bodies. In the last years, great progress has been made in uncovering the anatomical architecture of these brain structures, however there is still a lack of knowledge about the functional connectivity.
Dopamine plays essential roles in learning processes, as dopaminergic neurons mediate information about the presence of rewarding and punishing stimuli to the mushroom bodies. In the following work, the function of a newly identified anatomical connection from the mushroom bodies to rewarding dopaminergic neurons was dissected. A recurrent feedback signaling within the neuronal network was analyzed by simultaneous genetic manipulation of the mushroom body Kenyon cells and dopaminergic neurons from the primary protocerebral anterior (pPAM) cluster, and learning assays were performed in order to unravel the impact of the Kenyon cells-to-pPAM neurons feedback loop on larval memory formation.
In a substitution learning assay, simultaneous odor exposure paired with optogenetic activation of Kenyon cells in fruit fly larvae in absence of a rewarding stimulus resulted in formation of an appetitive memory, whereas no learning behavior was observed when pPAM neurons were ablated in addition to the KC activation. I argue that the activation of Kenyon cells may induce an internal signal that mimics reward exposure by feedback activation of the rewarding dopaminergic neurons. My data further suggests that the Kenyon cells-to-pPAM communication relies on peptidergic signaling via short neuropeptide F and underlies memory stabilization.
Although questionable research practices (QRPs) and p-hacking have received attention in recent years, little research has focused on their prevalence and acceptance in students. Students are the researchers of the future and will represent the field in the future. Therefore, they should not be learning to use and accept QRPs, which would reduce their ability to produce and evaluate meaningful research. 207 psychology students and fresh graduates provided self-report data on the prevalence and predictors of QRPs. Attitudes towards QRPs, belief that significant results constitute better science or lead to better grades, motivation, and stress levels were predictors. Furthermore, we assessed perceived supervisor attitudes towards QRPs as an important predictive factor. The results were in line with estimates of QRP prevalence from academia. The best predictor of QRP use was students’ QRP attitudes. Perceived supervisor attitudes exerted both a direct and indirect effect via student attitudes. Motivation to write a good thesis was a protective factor, whereas stress had no effect. Students in this sample did not subscribe to beliefs that significant results were better for science or their grades. Such beliefs further did not impact QRP attitudes or use in this sample. Finally, students engaged in more QRPs pertaining to reporting and analysis than those pertaining to study design. We conclude that supervisors have an important function in shaping students’ attitudes towards QRPs and can improve their research practices by motivating them well. Furthermore, this research provides some impetus towards identifying predictors of QRP use in academia.
In this thesis, metacognition research is connected with fluency research. Thereby, the focus lies on how disfluency can be used to improve metacognitive monitoring (i.e., students` judgments during the learning process). Improving metacognitive monitoring is important in educational contexts in order to foster performance. Theories about metacognition and self-regulated learning suppose that monitoring affects control and performance. Accurate monitoring is necessary to initiate adequate control and better performance. However, previous research shows that students are often not able to accurately monitor their learning with meaningful text material. Inaccurate monitoring can result in inadequate control and low performance.
One reason for inaccurate monitoring is that students use cues for their judgments that are not valid predictors of their performance. Because fluency might be such a cue, the first aim of this thesis is to investigate under which conditions fluency is used as a cue for judgments during the learning process. A fluent text is easy to process and, hence, it should be judged as easy to learn and as easy to remember. Inversely, a disfluent text is difficult to process, for example because of a disfluent font type (e.g., Mistral) or because of deleted letters (e.g., l_tt_rs). Hence, a disfluent text should be judged as difficult to learn and as difficult to remember. This assumption is confirmed when students learn with both fluent and disfluent material. When fluency is manipulated between persons, fluency seems to be less obvious as a cue for judgments. However, there are only a few studies that investigated the effects of fluency on judgments when fluency is manipulated between persons. Results from Experiment 1 (using deleted letters for disfluent text) and from Experiment 4 (using Mistral for disfluent text) in this thesis support the assumption that fluency is used as a cue for judgments in between-person designs. Thereby, however, the interplay with the type of judgment and the learning stage seems to matter.
Another condition when fluency affects judgments was investigated in Experiment 2 and 3. The aim of these experiments was to investigate if disfluency leads to analytic monitoring and if analytic monitoring sustains for succeeding fluent material. If disfluency activates analytic monitoring that remains for succeeding fluent material, fluency should no longer be used as a cue for judgments. Results widely support this assumption for deleted letters (Experiment 2) as well as for the font type Mistral (Experiment 3). Thereby, again the interplay between the type of judgment and the learning stage matters.
Besides the investigation of conditions when fluency is used as a cue for different types of judgments during the learning process, another aim of this thesis is to investigate if disfluency leads to accurate monitoring. Results from Experiment 3 and 4 support the assumption that Mistral can reduce overconfidence. This is the case when fluency is manipulated between persons or when students first learn with a fluent and then with a disfluent text. Dependent from the type of judgment and the learning stage, disfluency can lead even to underconfidence or to improved relative monitoring accuracy (Experiment 4).
Improving monitoring accuracy is only useful when monitoring is implemented into better control and better performance. The effect of monitoring accuracy on control and performance was in the focus of Experiment 4. Results show that accurate monitoring does not result in improved control and performance. Thus, further research is required to develop interventions that do not only improve monitoring accuracy but that also help students to implement accurate monitoring into better control and performance.
Summing up, the aim of this thesis is to investigate under which conditions fluency is used as a cue for judgments during the learning process, how disfluency can be used to improve monitoring accuracy, and if improved monitoring accuracy leads to improved performance. By connecting metacognition research and fluency research, further theories about metacognition and theories about fluency are specified. Results show that not only the type of fluency and the design, but also the type of judgment, the type of monitoring accuracy, and the learning stage should be taken into account. Understanding conditions that affect the interplay between metacognitive processes and performance as well as understanding the underlying mechanisms is necessary to enable systematic research and to apply findings into educational settings.
A fundamental problem in deciding between mutually exclusive options is that the decision needs to be categorical although the properties of the options often differ but in grade. We developed an experimental handle to study this aspect of behavior organization. Larval Drosophila were trained such that in one set of animals odor A was rewarded, but odor B was not (A+/B), whereas a second set of animals was trained reciprocally (A/B+). We then measured the preference of the larvae either for A, or for B, or for “morphed” mixtures of A and B, that is for mixtures differing in the ratio of the two components. As expected, the larvae showed higher preference when only the previously rewarded odor was presented than when only the previously unrewarded odor was presented. For mixtures of A and B that differed in the ratio of the two components, the major component dominated preference behavior—but it dominated less than expected from a linear relationship between mixture ratio and preference behavior. This suggests that a minor component can have an enhanced impact in a mixture, relative to such a linear expectation. The current paradigm may prove useful in understanding how nervous systems generate discrete outputs in the face of inputs that differ only gradually.