信息冲击和互联网孤岛:来自神创论友好课程的证据

Ananya Sen, Catherine Tucker
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引用次数: 3

摘要

互联网如何影响其用户寻找支持或反对其现有信念的信息的能力仍然是一个悬而未决的问题。一方面,互联网应该能够提供可能纠正可证伪信念的信息。另一方面,当用户控制他们的搜索方式时,他们可能会找到支持他们信念的来源,即使这些信念与主流共识相悖。为了检验这一点,我们分析了路易斯安那州科学教育法(2008年)的影响,该法案允许在路易斯安那州学校将神创论作为进化论的另一种“理论”来教授,这对学生在全国管理的考试中的科学考试成绩产生了影响。利用路易斯安那州学校的详细数据,我们采用了差异中的差异策略来证明,相对于邻近的德克萨斯州的学校,科学考试成绩在法律颁布后有所下降。在政策改变后,路易斯安那州的学生更有可能在互联网上使用搜索词来寻找信息,这些搜索词会把他们带到强化神创论信息的网页上。该法律的效果主要受到互联网普及率高、父母教育水平低的地区的推动。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Information Shocks and Internet Silos: Evidence from Creationist Friendly Curriculum
How the Internet affects the ability of its users to seek out information which either supports or contradicts their existing beliefs remains an open question. On the one hand, the Internet should be able to supply information which might correct falsifiable beliefs. On the other hand, as users control the manner of their search, they may find sources which support their beliefs, even if those beliefs go against the mainstream consensus. To examine this, we analyze the effect of the Louisiana Science Education Act (2008), which allowed the teaching of creationism as an alternative ‘theory’ to evolution in Louisiana schools, on students’ science test scores in nationally administered tests. Using detailed data on Louisiana schools, we employ a difference-in-differences strategy to document that science test scores declined after the law relative to schools in neighboring Texas. After the change in policy, Louisiana students were more likely to seek out information on the Internet using search terms which led them to web pages that reinforced a creationist message. The effect of the law was primarily driven by regions with high Internet penetration and low parental education levels.
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