Interdisciplinary approaches to identifying, understanding, and
remediating people's reliance on inaccurate information that they should
know to be wrong.
Our lives revolve around the acquisition of information. Sometimes the
information we acquire--from other people, from books, or from the
media--is wrong. Studies show that people rely on such misinformation,
sometimes even when they are aware that the information is inaccurate or
invalid. And yet investigations of learning and knowledge acquisition
largely ignore encounters with this sort of problematic material. This
volume fills the gap, offering theoretical and empirical perspectives on
the processing of misinformation and its consequences.
The contributors, from cognitive science and education science, provide
analyses that represent a variety of methodologies, theoretical
orientations, and fields of expertise. The chapters describe the
behavioral consequences of relying on misinformation and outline
possible remediations; discuss the cognitive activities that underlie
encounters with inaccuracies, investigating why reliance occurs so
readily; present theoretical and philosophical considerations of the
nature of inaccuracies; and offer formal, empirically driven frameworks
that detail when and how inaccuracies will lead to comprehension
difficulties.
Contributors
Peter Afflerbach, Patricia A. Alexander, Jessica J. Andrews, Peter
Baggetta, Jason L. G. Braasch, Ivar Bråten, M. Anne Britt, Rainer
Bromme, Luke A. Buckland, Clark A. Chinn, Byeong-Young Cho, Sidney K.
D'Mello, Andrea A. diSessa, Ullrich K. H. Ecker, Arthur C. Graesser,
Douglas J. Hacker, Brenda Hannon, Xiangen Hu, Maj-Britt Isberner, Koto
Ishiwa, Matthew E. Jacovina, Panayiota Kendeou, Jong-Yun Kim, Stephan
Lewandowsky, Elizabeth J. Marsh, Ruth Mayo, Keith K. Millis, Edward J.
O'Brien, Herre van Oostendorp, José Otero, David N. Rapp, Tobias
Richter, Ronald W. Rinehart, Yaacov Schul, Colleen M. Seifert, Marc
Stadtler, Brent Steffens, Helge I. Strømsø, Briony Swire, Sharda Umanath
