Student Researchers Brandon Davis Wind Goodfriend Jess Kisling Kerry Moechnig Jason Parker Christi Prust Research Questions Can the misinformation effect be obtained in a classroom under conditions where the students dont not know anything unusual is occurring ID: 597622
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Slide1
Misinformation and the Classroom
Student
Researchers:
Brandon
Davis
Wind Goodfriend
Jess Kisling
Kerry Moechnig
Jason Parker
Christi PrustSlide2
Research Questions:
Can the misinformation effect be obtained in a classroom under conditions where the students don’t not know anything unusual is occurring?
Is the credibility of the source of the misinformation important--would students be more mislead by a highly believable source than a less credible one?Slide3
Procedures:
Students in two sections of General Psych viewed a 5 minute video of a woman adapting to inverting lenses--presented as a routine part of the course.
10 minutes of teaching
Students read a ‘transcript’ of a discussion about the video among my academic assistant who was preparing for graduate school, a first year general psych student and me.Slide4
Procedures (cont’d):
Each
‘transcript’
contained 3 incorrect
references. For example:
How
about when she was riding her bike on that bridge over the lake [with the rowboat on it
]...
Remember
when she was wearing that
[pink/green
] sweater that looked like it was from the 50’s
...
Sometimes I was quoted as the source of the misinformation, sometimes it was the senior psych major, and sometimes the freshman Gen Psy student. Slide5
Procedures (cont’d):
To assure that they read the transcripts closely, the students were asked to guess the sex of the two students who were quoted, based on what each one said
.
Then the class continued as usual for about 20 minutes
.
A final questionnaire was distributed asking the students about what they remembered seeing in the
video.
For example, they were asked if the sweater
was
green or pink, if there was or was not a boat on the lake, etc
.Slide6
Results:Slide7
Results:Slide8
Results:Slide9
Discussion:
Can the misinformation effect be obtained in a classroom under conditions where the students don’t not know anything unusual is occurring?
Is the credibility of the source of the misinformation important--would students be more mislead by a highly believable source than a less credible one?
During a semester, what are some possible sources of misinformation about course topics?