1
|
Wang S, Su F, Ye L, Jing Y. Disinformation: A Bibliometric Review. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:16849. [PMID: 36554727 PMCID: PMC9779732 DOI: 10.3390/ijerph192416849] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 11/17/2022] [Revised: 12/11/2022] [Accepted: 12/13/2022] [Indexed: 06/17/2023]
Abstract
OBJECTIVES This paper aimed to provide a systematic review of relevant articles from the perspectives of literature distribution, research hotspots, and existing results to obtain the frontier directions in the field of disinformation. METHODS We analyzed disinformation publications published between 2002 and 2021 using bibliometric methods based on the Web of Science. There were 5666 papers analyzed using Derwent Data Analyzer (DDA). RESULTS The result shows that the USA was the most influential country in this area, while Ecker and Lewandowsky from the University of Western Australia published the largest volumes of papers. Keywords such as "social media", "COVID-19", and "vaccination" have gained immense popularity recently. CONCLUSIONS We summarized four themes that are of the biggest concern to scholars: group heterogeneity of misinformation in memory, disinformation mechanism in social media, public health related to COVID-19, and application of big data technology in the infodemic. The future agenda of disinformation is summarized from three aspects: the mechanism of disinformation, social media users, and the application of algorithms. This work can be a meaningful resource for researchers' study in the area of disinformation.
Collapse
Affiliation(s)
- Shixiong Wang
- Library, Zhejiang Sci-Tech University, Hangzhou 310018, China
| | - Fangfang Su
- College of Economics and Management, Zhejiang Sci-Tech University, Hangzhou 310018, China
| | - Lu Ye
- College of Economics and Management, Zhejiang Sci-Tech University, Hangzhou 310018, China
| | - Yuan Jing
- Library, Zhejiang Sci-Tech University, Hangzhou 310018, China
| |
Collapse
|
2
|
Spring T, Saltzstein HD, Siegel L. Gender Differences in Moral Influences on Adolescents' Eyewitness Identification. The Journal of Genetic Psychology 2020; 182:47-59. [PMID: 33210580 DOI: 10.1080/00221325.2020.1844131] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
Abstract
In this study, 232 (89 11- to 12-year-olds, 71 13- to 14-year-olds; 72 15- to 16-year-olds) students recruited from grades 6th-11th in an urban public high school participated in a study of eyewitness identification. The focus of this study was on the effects of age, gender and moral orientation on decisional bias and, as a secondary outcome, on accuracy (using signal detection analysis).The primary purpose of this and previous studies in this series is to uncover implicit moral decision-making in decisional bias. In this study the perpetrator, the bystanders and the foil were all females. Prior to completing the eyewitness identification task, participants were given instructions that emphasized either (a) fairness and crime prevention, or (b) neither. These instructions had no discernible effect on accuracy but, as in past studies, younger participants (below the age of 13) had lower decisional criteria, resulting in a higher rate of false alarms/positives. Further, those who judged the transgression as worse had a lower decisional criterion, indicating more false alarms. Females were more accurate than the males in identifying the female perpetrator and scored significantly higher on how bad they would feel if they were the victim than did the males.
Collapse
Affiliation(s)
- Toni Spring
- Department of Psychology, Queens College, CUNY, Flushing, New York, USA
| | | | - Leeann Siegel
- Department of Communication, Annenberg School, University of Pennsylvania, Philadelphia, Pennsylvania, USA
| |
Collapse
|
3
|
|
4
|
van Loon MH, Roebers CM. Effects of Feedback on Self-Evaluations and Self-Regulation in Elementary School. APPLIED COGNITIVE PSYCHOLOGY 2017. [DOI: 10.1002/acp.3347] [Citation(s) in RCA: 15] [Impact Index Per Article: 2.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
Affiliation(s)
- Mariëtte H. van Loon
- Department of Developmental Psychology and Swiss Graduate School for Learning, Memory, and Cognition; University of Bern, Institute of Psychology; Bern Switzerland
| | - Claudia M. Roebers
- Department of Developmental Psychology and Swiss Graduate School for Learning, Memory, and Cognition; University of Bern, Institute of Psychology; Bern Switzerland
| |
Collapse
|
5
|
McCallum NA, Brewer N, Weber N. Memorial Monitoring and Control: How Confidence and Social and Financial Consequences Affect Eyewitnesses' Reporting of Fine-Grain Information. APPLIED COGNITIVE PSYCHOLOGY 2016. [DOI: 10.1002/acp.3212] [Citation(s) in RCA: 14] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/05/2022]
Affiliation(s)
| | - Neil Brewer
- School of Psychology; Flinders University; Adelaide Australia
| | - Nathan Weber
- School of Psychology; Flinders University; Adelaide Australia
| |
Collapse
|
6
|
The use of ground rules in investigative interviews with children: A synthesis and call for research. DEVELOPMENTAL REVIEW 2015. [DOI: 10.1016/j.dr.2015.01.001] [Citation(s) in RCA: 38] [Impact Index Per Article: 4.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/23/2022]
|
7
|
Arnold MM, Chisholm LM, Prike T. No pain no gain: The positive impact of punishment on the strategic regulation of accuracy. Memory 2014; 24:146-53. [PMID: 25529220 DOI: 10.1080/09658211.2014.990982] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/24/2022]
Abstract
Previous studies have shown that punishing people through a large penalty for volunteering incorrect information typically leads them to withhold more information (metacognitive response bias), but it does not appear to influence their ability to distinguish between their own correct and incorrect answers (metacognitive accuracy discrimination). The goal of the current study was to demonstrate that punishing people for volunteering incorrect information-versus rewarding volunteering correct information-produces more effective metacognitive accuracy discrimination. All participants completed three different general-knowledge tests: a reward test (high points for correct volunteered answers), a baseline test (equal points/penalties for volunteered correct/incorrect answers) and a punishment test (high penalty for incorrect volunteered answers). Participants were significantly better at distinguishing between their own correct and incorrect answers on the punishment than reward test, which has implications for situations requiring effective accuracy monitoring.
Collapse
Affiliation(s)
- Michelle M Arnold
- a School of Psychology , Flinders University , Adelaide , SA , Australia
| | - Lisa M Chisholm
- a School of Psychology , Flinders University , Adelaide , SA , Australia
| | - Toby Prike
- a School of Psychology , Flinders University , Adelaide , SA , Australia
| |
Collapse
|
8
|
Abstract
Preschoolers’ ability to introspect and make decisions on the basis of these introspections has traditionally been questioned. The present research introduces a novel paradigm to examine the development of the connection between subjective uncertainty about memory and decision making in preschoolers. Three-, 4-, and 5-year-olds ( N = 81) encoded items presented once or twice. They then completed a forced-choice test, provided confidence judgments for each response, and decided whether to select or exclude answers to be evaluated for the possibility of reward. Four- and 5-year-olds, but not 3-year-olds, reported lower certainty for incorrect and weaker memories than for correct and stronger memories, and they judiciously excluded their least confident memories, which resulted in accuracy gains for selected memories; these findings highlight age-related improvements in introspection on memory accuracy. Among accurate responses only, even 3-year-olds excluded their least confident answers, which suggests that the connection between uncertainty and decision making precedes the ability to monitor memory accuracy.
Collapse
|
9
|
Spring T, Saltzstein HD, Peach R. Children's Eyewitness Identification as Implicit Moral Decision-Making. APPLIED COGNITIVE PSYCHOLOGY 2012. [DOI: 10.1002/acp.2871] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/10/2022]
Affiliation(s)
- Toni Spring
- Department of Elementary and Early Childhood Education, Queens College; CUNY; Flushing; USA
| | | | - Roger Peach
- Department of Educational Psychology, Lehman College; CUNY; Bronx; USA
| |
Collapse
|
10
|
Roebers CM, Schmid C, Roderer T. Metacognitive monitoring and control processes involved in primary school children's test performance. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY 2010; 79:749-67. [DOI: 10.1348/978185409x429842] [Citation(s) in RCA: 46] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/12/2022]
|
11
|
Roebers CM, Linden N, Howie P. Favourable and unfavourable conditions for children's confidence judgments. BRITISH JOURNAL OF DEVELOPMENTAL PSYCHOLOGY 2010. [DOI: 10.1348/026151006x104392] [Citation(s) in RCA: 42] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/12/2022]
|
12
|
Sarwar F, Allwood CM, Innes-ker Å. Effects of communication with non-witnesses on eyewitnesses' recall correctness and meta-cognitive realism. APPLIED COGNITIVE PSYCHOLOGY 2010. [DOI: 10.1002/acp.1749] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
|
13
|
Evans JR, Fisher RP. Eyewitness memory: Balancing the accuracy, precision and quantity of information through metacognitive monitoring and control. APPLIED COGNITIVE PSYCHOLOGY 2010. [DOI: 10.1002/acp.1722] [Citation(s) in RCA: 56] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
|
14
|
Krebs SS, Roebers CM. Children's strategic regulation, metacognitive monitoring, and control processes during test taking. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY 2010; 80:325-40. [PMID: 20100399 DOI: 10.1348/000709910x485719] [Citation(s) in RCA: 46] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/12/2022]
Abstract
BACKGROUND From the perspective of self-regulated learning, the interplay between learners' individual characteristics and the context of testing have been emphasized for assessing learning outcomes. AIMS The present study examined metacognitive processes in children's test-taking behaviour and explored their impacts on performance. Further, it was investigated whether differences in retrieval processes (operationalized through item difficulty) contribute to performance in strategic regulation skills. SAMPLE AND METHODS A total of 107 participants (8-/9- and 11-/12-year-olds) solved a cloze test including answerable (easy, medium, and difficult questions) and unanswerable questions about an earlier presented educational film, gave confidence judgments to every answer, and were then allowed to withdraw answers if they wished. Two different scoring schemes for test performance were compared to a control group. RESULTS Analyses revealed relatively adequate monitoring processes when metacognitively distinguishing easy, difficult, and unanswerable items and correct and incorrect answers. At the same time, there was developmental progression in the ability to accurately monitor uncertainty. As to control processes, all children proved to be able to adjust their test-taking behaviour to the benefit of test accuracy by withdrawing mainly incorrect answers. Controlling was more efficient for easy than for difficult and unanswerable items. CONCLUSION The study offers evidence for the impact of metacognitive skills in children's learning outcomes and documents strategic behaviour during test taking, as well as developmental progression in the involved skills. Further, findings underline the importance of memory retrieval for subsequent metacognitive processes.
Collapse
Affiliation(s)
- Saskia S Krebs
- Department of Psychology, University of Bern, Switzerland.
| | | |
Collapse
|
15
|
Hünefeldt T, Lucidi A, Furia A, Rossi-Arnaud C. Age differences in the interrogative suggestibility of children’s memory: Do shift scores peak around 5–6 years of age? PERSONALITY AND INDIVIDUAL DIFFERENCES 2008. [DOI: 10.1016/j.paid.2008.06.005] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
|
16
|
Kulkofsky S, Wang Q, Ceci SJ. Do better stories make better memories? Narrative quality and memory accuracy in preschool children. APPLIED COGNITIVE PSYCHOLOGY 2007. [DOI: 10.1002/acp.1326] [Citation(s) in RCA: 52] [Impact Index Per Article: 3.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
|
17
|
Schui G, Krampen G. Zur Internationalität der Pädagogischen Psychologie aus dem deutschsprachigen Bereich. ZEITSCHRIFT FUR PADAGOGISCHE PSYCHOLOGIE 2007. [DOI: 10.1024/1010-0652.21.2.97] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/19/2022]
Abstract
Zusammenfassung: Vor dem Hintergrund der Internationalisierungsdebatte der Psychologie in den deutschsprachigen Ländern wird der Internationalisierungsgrad der Pädagogischen Psychologie im Vergleich zur gesamten psychologischen Forschung aus dem deutschsprachigen Bereich unter zwei Perspektiven bibliometrisch untersucht: Zum ersten geht es inhaltlich um die Entwicklung der englischsprachigen Anteile der in PSYNDEX unter der Klassifikation “Pädagogische Psychologie” dokumentierten Literatur, zum zweiten um Analysen der Literaturproduktion der Mitglieder der DGPs-Fachgruppe “Pädagogische Psychologie” für den Zeitraum vom 1983-2003. Bei letzteren wird zwischen pädagogisch-psychologischen Beiträgen und solchen zu anderen Teildisziplinen der Psychologie unterschieden, um die durch multiple Arbeitsschwerpunkte bzw. mehrere Fachgruppenmitgliedschaften entstehenden Verzerrungen zu eliminieren. Deutlich wird die Breite der Arbeitsfelder der Mitglieder der DGPs-Fachgruppe, die über die Pädagogische Psychologie hinausreichen und dabei sowohl Grundlagen- als auch andere Anwendungsfächer der Psychologie (wie die Allgemeine, Entwicklungs- und Klinische Psychologie sowie Methodologie und Diagnostik) betreffen. Dies kann als Indikator für die Schrittmacher-Funktion der Pädagogischen Psychologie für große Teile der Psychologie insgesamt interpretiert werden.
Collapse
Affiliation(s)
- Gabriel Schui
- Zentrum für Psychologische Information und Dokumentation (ZPID) - Leibniz-Institut, Universität Trier
| | - Günter Krampen
- Zentrum für Psychologische Information und Dokumentation (ZPID) - Leibniz-Institut, Universität Trier
| |
Collapse
|
18
|
Roebers CM, Howie P, Beuscher E. Can private reports enhance children’s event recall, lower their suggestibility and foster their metacognitive monitoring compared to face-to-face interviews? COMPUTERS IN HUMAN BEHAVIOR 2007. [DOI: 10.1016/j.chb.2004.11.007] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
|
19
|
Roebers CM. Developmental Progression in Children’s Strategic Memory Regulation. SWISS JOURNAL OF PSYCHOLOGY 2006. [DOI: 10.1024/1421-0185.65.3.193] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/19/2022]
Abstract
A developmental study was conducted that investigated 7- to 11- years-olds’ ability to strategically regulate their memory performance. The study, based on Koriat and Goldsmith’s (1996) theoretical framework, sought to stimulate strategic regulation processes. In order to do so, the threshold to provide or withhold answers was manipulated and included bonuses for correct responding and penalties for incorrect answers. Participants were shown a video concerning the production of sugar from beets and were individually interviewed a week later. Responses had to be made to both answerable and unanswerable questions in both an open-ended and a yes/no question format. The results revealed that depending on the question format, there were different effects of the threshold manipulations on the frequencies of correct, incorrect, and “I don’t know” responses. Although there were no differences in response behaviour between the 1:0 and 1:1 incentives conditions when the questions were open-ended, children were able to differentially respond to the two bonus-to-penalty ratios when the questions were in yes/no format. Consistently, there were no interactions between age and response threshold indicating that strategic regulation competencies develop slowly but continuously during the primary school years showing the first signs of emerging competencies from an age of 7 onwards.
Collapse
|
20
|
Roebers CM, Schneider W. Individual differences in young children's suggestibility: Relations to event memory, language abilities, working memory, and executive functioning. COGNITIVE DEVELOPMENT 2005. [DOI: 10.1016/j.cogdev.2005.05.006] [Citation(s) in RCA: 13] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/25/2022]
|
21
|
Roebers CM, Schneider W. The strategic regulation of children’s memory performance and suggestibility. J Exp Child Psychol 2005; 91:24-44. [PMID: 15814094 DOI: 10.1016/j.jecp.2005.01.001] [Citation(s) in RCA: 27] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/15/2004] [Revised: 12/16/2004] [Accepted: 01/11/2005] [Indexed: 10/25/2022]
Abstract
We report two empirical studies that investigated previously reported benefits of a high accuracy motivation, and thus a high threshold, for children's and adults' event recall and for their ability to resist false suggestions. In the studies, 6-, 7-, and 8-year-olds, as well as adults, were shown a brief video about an event and were later asked unbiased and misleading questions about it. In Study 1, participants were either (a) given the typical accuracy instructions (including the option to answer with "I don't know"), (b) reminded of the accuracy instructions during the interview, or (c) immediately given feedback and a token for every correct answer. The results showed that the reminders were ineffective in stimulating strategic control behavior in children, independent of age. In Study 2, the confounding effects of feedback and incentives were disentangled by contrasting (a) free report, (b) feedback only, (c) incentives only, and (d) feedback plus incentives. Analyses on recall performance and suggestibility revealed that both feedback and incentives are necessary to increase children's accurate memory reports.
Collapse
Affiliation(s)
- Claudia M Roebers
- Institute of Psychology, University of Berne, Muesmattstrasse 45, CH-3000 Bern 9, Switzerland.
| | | |
Collapse
|
22
|
Roebers CM, Schwarz S, Neumann R. Social influence and children's event recall and suggestibility. EUROPEAN JOURNAL OF DEVELOPMENTAL PSYCHOLOGY 2005. [DOI: 10.1080/17405620444000274] [Citation(s) in RCA: 12] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
|
23
|
Beuscher E, Roebers CM. Does a Warning Help Children to More Accurately Remember an Event, to Resist Misleading Questions, and to Identify Unanswerable Questions? Exp Psychol 2005; 52:232-41. [PMID: 16076071 DOI: 10.1027/1618-3169.52.3.232] [Citation(s) in RCA: 23] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/23/2022]
Abstract
Abstract. This study examined potential effects of a warning instruction prior to an eyewitness interview including answerable and unanswerable questions, which both were either unbiased or misleading. A total of 84 six-, eight- and ten-year-old children were shown a short video about the production of sugar and they were individually questioned about it one week later. Half of the children received the warning instruction. The results revealed clear age effects in the correct answers and accuracy to answerable questions and in the appropriate “don’t know” answers to unanswerable questions, but no effect of warning across all dependent measures. These findings suggest that preschool and elementary school age children cannot use such information adequately to increase their number of correct answers in the interview. Results are discussed in terms of cognitive explanations for these deficits.
Collapse
Affiliation(s)
- Eva Beuscher
- Department of Psychology, University of Würzburg, Germany.
| | | |
Collapse
|
24
|
Roebers CM, McConkey KM. Mental reinstatement of the misinformation context and the misinformation effect in children and adults. APPLIED COGNITIVE PSYCHOLOGY 2003. [DOI: 10.1002/acp.886] [Citation(s) in RCA: 14] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
|
25
|
Abstract
The present work investigated the role of children's and adults' metacognitive monitoring and control processes for unbiased event recall tasks and for suggestibility. Three studies were conducted in which children and adults indicated their degree of confidence that their answers were correct after (Study 1) and before (Study 2) answering either unbiased or misleading questions or (Study 3) forced-choice recognition questions. There was a strong tendency for overestimation of confidence regardless of age and question format. However, children did not lack the principal metacognitive competencies when these questions were asked in a neutral interview. Under misleading questioning, in contrast, children's monitoring skills were seriously impaired. Within each age group, better metacognitive differentiation was positively associated with recall accuracy in the suggestive interview.
Collapse
|
26
|
|