An inductive learning intervention to improve news veracity discernment.

IF 2.3 3区心理学 Q2 PSYCHOLOGY, APPLIED

Journal of Experimental Psychology-Applied Pub Date : 2026-05-11 DOI:10.1037/xap0000580

Ariana Modirrousta-Galian, Tina Seabrooke, Yaniv Hanoch, Nicholas J Kelley, Philip A Higham

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引用次数: 0

Abstract

Across three preregistered experiments (total N = 1,135), we tested whether an inductive learning (IL) intervention improved participants' news veracity discernment (i.e., ability to distinguish between true and false news). IL involves learning categories by observing or classifying exemplars. Therefore, in this research, IL involved observing true and false news headlines and classifying them as either "true" or "false," with immediate feedback on accuracy. In Experiment 1 (N = 214), the IL intervention significantly improved participants' news veracity discernment compared to the control, but the Bayesian evidence was only anecdotal. In Experiment 2 (N = 483), we incorporated game-design elements into the IL intervention, including performance-contingent badges. Unexpectedly, the effect of the IL intervention decreased. We reasoned that, because the IL intervention involved easy-to-hard classification training, the provision of performance-contingent badges inadvertently made participants more aware of their declining performance. This awareness may have undermined their motivation to learn as the training progressed. Therefore, in Experiment 3 (N = 438), we implemented hard-to-easy classification training instead, and the IL intervention significantly improved participants' news veracity discernment, now with strong Bayesian evidence. (PsycInfo Database Record (c) 2026 APA, all rights reserved).

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归纳学习干预提高新闻真实性识别。

在三个预注册的实验中（总N = 1135），我们测试了归纳学习（IL）干预是否提高了参与者的新闻真实性识别（即区分真假新闻的能力）。IL包括通过观察或分类范例来学习类别。因此，在本研究中，IL涉及观察真实和虚假的新闻标题，并将其分类为“真实”或“虚假”，并立即反馈准确性。在实验1 （N = 214）中，与对照组相比，IL干预显著提高了参与者的新闻真实性识别，但贝叶斯证据只是轶事证据。在实验2 （N = 483）中，我们将游戏设计元素融入IL干预中，包括绩效徽章。出乎意料的是，IL干预的效果下降了。我们的理由是，由于IL干预涉及易难分类训练，因此提供与绩效相关的徽章无意中使参与者更加意识到他们的绩效下降。随着训练的进行，这种意识可能削弱了他们学习的动力。因此，在实验3 （N = 438）中，我们实施了难易分类训练，IL干预显著提高了参与者的新闻真实性识别，现在有了强有力的贝叶斯证据。（PsycInfo数据库记录(c) 2026 APA，版权所有）。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Experimental Psychology-Applied PSYCHOLOGY, APPLIED-

CiteScore

4.90

自引率

3.80%

发文量

110

期刊介绍： The mission of the Journal of Experimental Psychology: Applied® is to publish original empirical investigations in experimental psychology that bridge practically oriented problems and psychological theory. The journal also publishes research aimed at developing and testing of models of cognitive processing or behavior in applied situations, including laboratory and field settings. Occasionally, review articles are considered for publication if they contribute significantly to important topics within applied experimental psychology. Areas of interest include applications of perception, attention, memory, decision making, reasoning, information processing, problem solving, learning, and skill acquisition.