nach oben

Erschienen in:

2020 | OriginalPaper | Buchkapitel

13. Wie Menschen mit konfligierenden Informationen umgehen

verfasst von : Johanna Abendroth, Lena Feulner, Tobias Richter

Erschienen in: Die Psychologie des Postfaktischen: Über Fake News, „Lügenpresse“, Clickbait & Co.

Verlag: Springer Berlin Heidelberg

Einloggen

Aktivieren Sie unsere intelligente Suche, um passende Fachinhalte oder Patente zu finden.

search-config

KI-gestützte Suche

Aus

Zusammenfassung

Eine frisch gebackene Mutter überlegt, ihr drei Monate altes Baby impfen zu lassen. Schließlich soll es die Chance haben, einen ausreichenden Schutz gegen schwere Infektionen aufbauen und somit gesund aufwachsen zu können. Impfungen sind eine der wirksamsten Vorsorgemaßnahmen, um vor ansteckenden Krankheiten zu schützen – oder etwa nicht? Immer wieder hört man, dass die Spritzen selbst die Krankmacher und verantwortlich für das Auftreten von Allergien und Nervenschäden sind.

Sie haben noch keine Lizenz? Dann Informieren Sie sich jetzt über unsere Produkte:

Springer Professional "Wirtschaft+Technik"

Online-Abonnement

Mit Springer Professional "Wirtschaft+Technik" erhalten Sie Zugriff auf:

über 102.000 Bücher
über 537 Zeitschriften

aus folgenden Fachgebieten:

Automobil + Motoren
Bauwesen + Immobilien
Business IT + Informatik
Elektrotechnik + Elektronik
Energie + Nachhaltigkeit
Finance + Banking
Management + Führung
Marketing + Vertrieb
Maschinenbau + Werkstoffe
Versicherung + Risiko

Jetzt Wissensvorsprung sichern!

Jetzt informieren

Springer Professional "Wirtschaft"

Online-Abonnement

Mit Springer Professional "Wirtschaft" erhalten Sie Zugriff auf:

über 67.000 Bücher
über 340 Zeitschriften

aus folgenden Fachgebieten:

Bauwesen + Immobilien
Business IT + Informatik
Finance + Banking
Management + Führung
Marketing + Vertrieb
Versicherung + Risiko

Jetzt Wissensvorsprung sichern!

Jetzt informieren

Vorheriges Kapitel Wie Fiktionen und Einzelfälle die Welt verändern

Nächstes Kapitel Die Psychologie des Gerüchts

Albrecht, J. E., & O’Brien, E. J. (1993). Updating a mental model: Maintaining both local and global coherence. Journal of Experimental Psychology. Learning, Memory, and Cognition, 19, 1061–1070.CrossRef

Anmarkrud, Ø., Bråten, I., & Strømsø, H. I. (2014). Multiple-documents literacy: Strategic processing, source awareness, and argumentation when reading multiple conflicting documents. Learning and Individual Differences, 30, 64–76.CrossRef

Beker, K., Jolles, D., Lorch, R. F., & van den Broek, P. (2016). Learning from texts: Activation of information from previous texts during reading. Reading and Writing, 29, 1161–1178.CrossRef

Braasch, J. L. G., & Bråten, I. (2017). The discrepancy-induced source comprehension (D-ISC) model: Basic assumptions and preliminary evidence. Educational Psychologist, 52, 167–181.CrossRef

Braasch, J. L. G., Rouet, J.-F., Vibert, N., & Britt, M. A. (2012). Readers’ use of source information in text comprehension. Memory & Cognition, 40, 450–465.CrossRef

Brandt, M. (2018). Rund 332 Millionen Domains weltweit [Digitales Bild]. https://de.statista.com/infografik/487/anzahl-der-top-level-domains.

Bråten, I., Strømsø, H. I., & Britt, M. A. (2009). Trust matters: Examining the role of source evaluation in students’ construction of meaning within and across multiple texts. Reading Research Quarterly, 44, 6–28.CrossRef

Britt, M. A., & Aglinskas, C. (2002). Improving students’ ability to use source information. Cognition and Instruction, 20, 485–522.CrossRef

Bromme, R., Kienhues, D., & Porsch, T. (2010). Who knows what and who can we believe? Epistemological beliefs are beliefs about knowledge (mostly) attained from others. In L. D. Bendixen & F. C. Feucht (Eds.), Personal epistemology in the classroom: Theory, re-search, and implications for practice (pp. 163–193). Cambridge, MA: Cambridge University Press.CrossRef

Chinn, C. A., & Brewer, W. F. (1993). The role of anomalous data in knowledge acquisition: A theoretical framework and implications for science instruction. Review of Educational Research, 63, 1–49.CrossRef

Eagly, A. H., Kulesa, P., Brannon, L. A., Shaw, K., & Hutson-Comeaux, S. (2016). Why counterattitudinal messages are as memorable as proattitudinal messages: The importance of active defense against attack. Personality and Social Psychology Bulletin, 26, 1392–1408.CrossRef

Edwards, K., & Smith, E. E. (1996). A disconfirmation bias in the evaluation of arguments. Journal of Personality and Social Psychology, 71, 5–24.CrossRef

Garrett, R. K. (2009). Echo chambers online? Politically motivated selective exposure among Internet news users. Journal of Computer-Mediated Communication, 14, 265–285.CrossRef

Goldman, S. R., Braasch, J. L. G., Wiley, J., Graesser, A. C., & Brodowinska, K. (2012). Comprehending and learning from internet sources: Processing patterns of better and poorer learners. Reading Research Quarterly, 47, 356–381.

Graesser, A. C., Singer, M., & Trabasso, T. (1994). Constructing inferences during narrative text comprehension. Psychological Review, 101, 371–395.CrossRef

Hart, W., Albarracín, D., Eagly, A. H., Brechan, I., Lindberg, M. J., & Merrill, L. (2009). Feeling validated versus being correct: A meta-analysis of selective exposure to information. Psychological Bulletin, 135, 555–588.CrossRef

Isberner, M.-B., & Richter, T. (2014). Comprehension and validation: Separable stages of information processing? A case for epistemic monitoring in language comprehension. In D. N. Rapp & J. Braasch (Eds.), Processing inaccurate information: Theoretical and applied perspectives from cognitive science and the educational sciences (pp. 245–276). Boston, MA: MIT Press.

Johnson-Laird, P. N. (1983). Mental models: Towards a cognitive science of language, inference, and consciousness. Cambridge: Harvard University Press.

Johnson, H. M., & Seifert, C. M. (1994). Sources of the continued influence effect: When misinformation in memory affects later inferences. Journal of Experimental Psychology: Learning, Memory, and Cognition, 20, 1420–1436.

Kintsch, W. (1988). The use of knowledge in discourse processing: A construction-integration model. Psychological Review, 95, 163–182.CrossRef

Levine, J. M., & Murphy, G. (1943). The learning and forgetting of controversial material. The Journal of Abnormal and Social Psychology, 38, 507–517.CrossRef

Maier, J., & Richter, T. (2013). Text belief consistency effects in the comprehension of multiple texts with conflicting information. Cognition and Instruction, 31, 151–175.CrossRef

Maier, J., & Richter, T. (2014). Training multiple text comprehension: How metacognitive strategies and motivation moderate the text-belief consistency effect. Metacognition and Learning, 9, 54–71.CrossRef

Maier, J., Richter, T., & Britt, M. A. (2018). Cognitive processes underlying the text-belief consistency effect: An eye-movement study. Applied Cognitive Psychology, 32, 171–185.CrossRef

McCrudden, M. T., & Barnes, A. (2016). Differences in student reasoning about belief-relevant arguments: A mixed methods study. Metacognition and Learning, 11, 275–303.CrossRef

Nickerson, R. S. (1998). Confirmation bias: A ubiquitous phenomenon in many guises. Review of General Psychology, 2, 175–220.CrossRef

O’Brien, E. J., & Myers, J. L. (1999). Text comprehension: A view from the bottom up. In S. R. Goldman, A. C. Graesser, & P. van den Broek (Eds.), Narrative comprehension, causality, and coherence: Essays in honor of Tom Trabasso (pp. 35–53). Mahwah, NJ: Erlbaum.

O’Brien, E., Rizzella, M. L., Albrecht, J. E., & Halleran, J. G. (1998). Updating a situation model: A memory-based text processing view. Journal of Experimental Psychology: Learning, Memory, and Cognition, 24, 1200–1210.

Perfetti, C. A., Rouet, J. F., & Britt, M. A. (1999). Toward a theory of documents representation. In H. van Oostendorp & S. R. Goldman (Eds.), The construction of mental representations during reading (pp. 99–122). Mahwah, NJ: Erlbaum.

Richter, T. (2003). Epistemologische Einschätzungen beim Textverstehen. Lengerich: Pabst.

Richter, T. (2015). Validation and comprehension of text information: Two sides of the same coin. Discourse Processes, 52, 337–355.CrossRef

Richter, T., & Maier, J. (2017). Comprehension of multiple documents with conflicting information: A two-step model of validation. Educational Psychologist, 52, 148–166.CrossRef

Richter, T., & Schmid, S. (2010). Epistemological beliefs and epistemic strategies in self-regulated learning. Metacognition and Learning, 5, 47–65.CrossRef

Richter, T., & Schnotz, W. (2018). Textverstehen. In D. Rost, J. R. Sparfeldt, & S. Buch (Hrsg.), Handwörterbuch Pädagogische Psychologie (5. Aufl., S. 826–837). Weinheim: Beltz.

Richter, T., Schroeder, S., & Wöhrmann, B. (2009). You don’t have to believe everything you read: Background knowledge permits fast and efficient validation of information. Journal of Personality and Social Psychology, 96, 538–598.CrossRef

Ross, L., Lepper, M. R., & Hubbard, M. (1975). Perseverance in self-perception and social perception: Biased attributional processes in the debriefing paradigm. Journal of Personality and Social Psychology, 32, 880–892.CrossRef

Rouet, J.-F., & Britt, M. A. (2011). Relevance processes in multiple document comprehension. In M. T. McCrudden, J. P. Magliano, & G. Schraw (Eds.), Text relevance and learning from text (S. 19–52). Greenwich, UK: Information Age.

Rouet, J.-F., Britt, M. A., Mason, R. A., & Perfetti, C. A. (1996). Using multiple sources of evi-dence to reason about history. Journal of Educational Psychology, 88, 478–493.CrossRef

Sears, D. O., & Freedman, J. L. (1967). Selective exposure to information: A critical review. Public Opinion Quarterly, 31, 194–213.CrossRef

Singer, M. (2013). Validation in reading comprehension. Current Directions in Psychological Science, 22, 361–366.CrossRef

Stadtler, M., & Bromme, R. (2007). Dealing with multiple documents on the WWW: The role of metacognition in the formation of documents models. International Journal of Computer-Supported Collaborative Learning, 2, 191–210.CrossRef

Stadtler, M., Scharrer, L., Brummernhenrich, B., & Bromme, R. (2013). Dealing with uncertainty: Readers’ memory for and use of conflicting information from science texts as function of presentation format and source expertise. Cognition and Instruction, 31, 130–150.CrossRef

Stahl, S. A., Hynd, C. R., Britton, B. K., McNish, M. M., & Bosquet, D. (1996). What happens when students read multiple source documents in history? Reading Research Quarterly, 31, 430–456.CrossRef

Trump, D. J. [realDonaldTrump] (2017). In the East, it could be the COLDEST New Year’s Eve on record. Perhaps we could use a little bit of that good old Global Warming that our Country, but not other countries, was going to pay TRILLIONS OF DOLLARS to protect against. Bundle up! [Twitter]. https://twitter.com/realDonaldTrump/status/946531657229701120.

van Dijk, T. A., & Kintsch, W. (1983). Strategies of discourse comprehension. New York: Academic Press.

van Strien, J. L., Brand-Gruwel, S., & Boshuizen, H. P. (2014). Dealing with conflicting information from multiple nonlinear texts: Effects of prior attitudes. Computers in Human Behavior, 32, 101–111.CrossRef

von Eiff, C. (2018). Impfungen: Experteninterview mit Professor Dr. med. Christof von Eiff. https://www.pfizer.de/gesundheit/impfungen-uebersicht/experten-im-interview-von-eiff.

Voss, J. F., Fincher-Kiefer, R., Wiley, J., & Silfies, L. N. (1993). On the processing of arguments. Argumentation, 7, 165–181.CrossRef

Wiley, J. (2005). A fair and balanced look at the news: What affects memory for controversial arguments? Journal of Memory and Language, 53, 95–109.CrossRef

Wiley, J., & Voss, J. F. (1999). Constructing arguments from multiple sources: Tasks that promote understanding and not just memory for text. Journal of Educational Psychology, 91, 301–311.CrossRef

Will, H. (1927). Der kleine Hausdoktor: Das Allernötigste zur Selbstbehandlung von Mensch und Tier mit Homöopathie nebst naturgemässen Anwendungen und Diät. Berlin: Dr. Will.

Wineburg, S. S. (1991). Historical problem solving: A study of the cognitive processes used in the evaluation of documentary and pictorial evidence. Journal of Educational Psychology, 83, 73–87.CrossRef

Titel: Wie Menschen mit konfligierenden Informationen umgehen
verfasst von: Johanna Abendroth
Lena Feulner
Tobias Richter
Verlag: Springer Berlin Heidelberg
Buch: Die Psychologie des Postfaktischen: Über Fake News, „Lügenpresse“, Clickbait & Co.
Print ISBN: 978-3-662-58694-5

Electronic ISBN: 978-3-662-58695-2

Copyright-Jahr: 2020
DOI: https://doi.org/10.1007/978-3-662-58695-2_13