Correction format has a limited role when debunking misinformation

On the role of memory in misinformation corrections: Repeated exposure, correction durability, and source credibility

Misinformation can negatively affect cognition, beliefs, and behavior, and thus contribute to societal disruption. Correcting misinformation can counteract these effects by updating memory and beliefs. In this selective review, we highlight recent perspectives on and evidence for the role of memory in the efficacy of correction methods. Two theoretical accounts propose that repeating misinformation can impair or improve correction efficacy to the extent that familiarity or integrative encoding prevails. We summarize evidence that recollection of corrections can counteract potential interference from misinformation repetitions on memory and belief updating. The efficacy of such updating also declines over time, especially when misinformation sources are not remembered. We call for more research on the role of memory in everyday misinformation corrections to better understand interactions among these processes.

Effective correction of misinformation

This paper reviews correction effectiveness, highlighting which factors matter, which do not, and where further research is needed. To boost effectiveness, we recommend using detailed corrections and providing an alternative explanation wherever possible. We also recommend providing a reminder of the initial misinformation and repeating the correction. Presenting corrections pre-emptively (i.e., prebunking) or after misinformation exposure is unlikely to greatly impact correction effectiveness. There is also limited risk of repeating misinformation within a correction or that a correction will inadvertently spread misinformation to new audiences. Further research is needed into which correction formats are most effective, whether boosting correction memorability can enhance effectiveness, the effectiveness of discrediting a misinformation source, and whether distrusted correction sources can contribute to corrections backfiring.

Reducing Barriers to COVID-19 Vaccination Uptake: Community Ideas from Urban and Rural Kenya

Following the rapid development of COVID-19 vaccines, addressing vaccine hesitancy and optimizing uptake have emerged as critical challenges, emphasizing the importance of reducing barriers toward COVID-19 vaccination. This study investigates ideas on ways to reduce barriers to COVID-19 vaccination uptake. It explores methods that can overcome COVID-19 vaccination barriers through qualitative research: interviews and group discussions involving healthcare providers, administration personnel, teachers, and individuals with chronic conditions across urban (Mombasa) and rural (Kilifi) Kenya. Audio-recorded discussions were transcribed and thematically analyzed across locations. Five themes emerged in our results regarding the reduction in barriers to COVID-19 vaccination in the context of Kenya, including awareness campaigns, engaging diverse stakeholders, using various communication techniques, capacity building to increase vaccination centers and trained staff, and lastly, revising relevant government health policies and guidelines. These results indicate the importance of adopting multiple approaches, as no single strategy can boost vaccine acceptance. Moreover, this study provides recommendations for conceiving actionable interventions to potentially boost vaccine demand and maintain routine immunization in Kenya.

How to debunk misinformation? An experimental online study investigating text structures and headline formats

OBJECTIVES

Misinformation is a crucial problem, particularly online, and the success of debunking messages has so far been limited. In this study, we experimentally test how debunking text structure (truth sandwich vs. bottom-heavy) and headline format (statement vs. questions) affect the belief in misinformation across topics of the safety of COVID vaccines and GMO foods.

DESIGN

Experimental online study.

METHODS

A representative German sample of 4906 participants were randomly assigned to reading one of eight debunking messages in the experimentally varied formats and subsequently rated the acceptance of this message and the agreement to misinformation statements about the mentioned topics and an unrefuted control myth.

RESULTS

While the debunking messages specifically decreased the belief in the targeted myth, these beliefs and the acceptance of the debunking message were unaffected by the text structures and headline formats. Yet, they were less successful when addressing individuals with strong pre-existing, incongruent attitudes and distrust in science.

CONCLUSIONS

The risk of backfire effects in debunking misinformation is low. Text structure and headline format are of relatively little importance for the effectiveness of debunking messages. Instead, writers may need to pay attention to the text being comprehensive, trustworthy and persuasive to maximize effectiveness.

Prevalence of neuromyths among psychology students: small differences to pre-service teachers

Neuroscience will possibly aid the educational practice but neuromyths are prevalent worldwide. Certain misconceptions about learning, memory and the brain are prevalent in different groups and hard to dispel. Bridging the gap might be too far. However, Psychology may serve as a bridge between these distant fields. The present study examined neuromyth endorsement in psychology students. An online questionnaire based on 20 neuromyths and 20 neurofacts was used. Additionally, neuroscience exposure at university and media exposure was assessed. The sample consisted of psychology students (N = 116) in Austria and was compared to a teacher-training sample. The different groups were compared using Signal Detection Theory, Chi-square test, non-parametric correlation analyses, and independent sample t-test. No correlation between neuroscience exposure at university and leisure time for psychology students at the beginning of their studies could be found. Here, the same misconceptions were among the most prevalent-compared to the teacher-training students sample. Results show significant difference between the groups on discrimination ability and response bias. Although psychology students share the same most prevalent misconceptions, they differ significantly in their amount of agreement. The reported study reveals a better discernment ability and lower response bias on neuromyths in the Psychology students' sample. On the individual item level, they performed better at rejecting some neuromyths than pre-service teachers. In conclusion, some neuroscience and pedagogical psychology training improves the ability to discriminate between true and false statements. Therefore, directly addressing these misconceptions within the study program-Teacher Training and Psychology-could reduce neuromyth endorsement.

Fake news reminders and veracity labels differentially benefit memory and belief accuracy for news headlines

Fake news exposure can negatively affect memory and beliefs, thus sparking debate about whether to repeat misinformation during corrections. The once-prevailing view was that repeating misinformation increases its believability and should thus be avoided. However, misinformation reminders have more recently been shown to enhance memory and belief accuracy. We replicated such reminder benefits in two experiments using news headlines and compared those benefits against the effects of veracity labeling. Specifically, we examined the effects of labeling real news corrections to enhance conflict salience (Experiment 1) and labeling fake news on its debut to encourage intentional forgetting (Experiment 2). Participants first viewed real and fake news headlines with some fake news labeled as false. Participants then saw labeled and unlabeled real news corrections; labeled corrections appeared alone or after fake news reminders. Reminders promoted the best memory and belief accuracy, whereas veracity labels had selective effects. Correction labels led to intermediate memory and belief accuracy, whereas fake news labels improved accuracy for beliefs more than memory. The extent that real and fake news details were recalled together correlated with overall memory and belief differences across conditions, implicating a critical role for integrative encoding that was promoted most by fake news reminders.