儿童对网络错误信息的识别

IF 2.8 1区心理学 Q1 PSYCHOLOGY, EXPERIMENTAL

Cognition Pub Date : 2025-08-06 DOI:10.1016/j.cognition.2025.106279

Andrew Shtulman , Lucy Stoll , Lesly Sabroso , Andrew G. Young

{"title":"儿童对网络错误信息的识别","authors":"Andrew Shtulman , Lucy Stoll , Lesly Sabroso , Andrew G. Young","doi":"10.1016/j.cognition.2025.106279","DOIUrl":null,"url":null,"abstract":"<div><div>Adults' ability to detect online misinformation is improved by cognitive reflection and targeted instruction. Is the same true for children, who are also on the internet and may also be exposed to online misinformation? We explored this question by asking children aged 4 to 12 (<em>N</em> = 135, 54 % female, 31 % white) to judge the veracity of news stories that had circulated on the internet, some real and some fake. We compared their differentiation of fake news from real news to their performance on a developmental version of the Cognitive Reflection Test, the CRT-D. We also administered a brief tutorial encouraging children to scrutinize the plausibility of a story's content or the credibility of its source. Children's differentiation of fake news from real news was strongly correlated with their CRT-D scores but did not improve with instruction; rather, instruction made children more skeptical of all news. A comparison group of adults (<em>N</em> = 117) demonstrated similar findings with the exception that instruction improved adults' differentiation of fake news from real news for those who received source-based instruction. These findings indicate that the evaluation of online news is aided by cognitive reflection from the start and that knowledge of news sources, and news production more generally, may be critical for developing adult-level competencies at detecting online misinformation.</div></div>","PeriodicalId":48455,"journal":{"name":"Cognition","volume":"265 ","pages":"Article 106279"},"PeriodicalIF":2.8000,"publicationDate":"2025-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Children's detection of online misinformation\",\"authors\":\"Andrew Shtulman , Lucy Stoll , Lesly Sabroso , Andrew G. Young\",\"doi\":\"10.1016/j.cognition.2025.106279\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><div>Adults' ability to detect online misinformation is improved by cognitive reflection and targeted instruction. Is the same true for children, who are also on the internet and may also be exposed to online misinformation? We explored this question by asking children aged 4 to 12 (<em>N</em> = 135, 54 % female, 31 % white) to judge the veracity of news stories that had circulated on the internet, some real and some fake. We compared their differentiation of fake news from real news to their performance on a developmental version of the Cognitive Reflection Test, the CRT-D. We also administered a brief tutorial encouraging children to scrutinize the plausibility of a story's content or the credibility of its source. Children's differentiation of fake news from real news was strongly correlated with their CRT-D scores but did not improve with instruction; rather, instruction made children more skeptical of all news. A comparison group of adults (<em>N</em> = 117) demonstrated similar findings with the exception that instruction improved adults' differentiation of fake news from real news for those who received source-based instruction. These findings indicate that the evaluation of online news is aided by cognitive reflection from the start and that knowledge of news sources, and news production more generally, may be critical for developing adult-level competencies at detecting online misinformation.</div></div>\",\"PeriodicalId\":48455,\"journal\":{\"name\":\"Cognition\",\"volume\":\"265 \",\"pages\":\"Article 106279\"},\"PeriodicalIF\":2.8000,\"publicationDate\":\"2025-08-06\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Cognition\",\"FirstCategoryId\":\"102\",\"ListUrlMain\":\"https://www.sciencedirect.com/science/article/pii/S0010027725002197\",\"RegionNum\":1,\"RegionCategory\":\"心理学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"PSYCHOLOGY, EXPERIMENTAL\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Cognition","FirstCategoryId":"102","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0010027725002197","RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"PSYCHOLOGY, EXPERIMENTAL","Score":null,"Total":0}

引用次数: 0

摘要

通过认知反思和有针对性的指导，成年人发现网络错误信息的能力得到了提高。儿童也是如此吗？他们也上网，也可能接触到网上的错误信息。我们通过让年龄在4到12岁之间的儿童（N = 135, 54%的女性，31%的白人）判断在互联网上流传的新闻故事的真实性来探讨这个问题，有些是真的，有些是假的。我们比较了他们区分假新闻和真实新闻的能力，以及他们在认知反射测试（Cognitive Reflection Test, CRT-D）中的表现。我们还提供了一个简短的教程，鼓励孩子们仔细审查故事内容的合理性或来源的可信度。儿童对假新闻和真实新闻的区分与他们的CRT-D分数有很强的相关性，但不随教学而提高；相反，教育使孩子们对所有的新闻都持怀疑态度。另一组成人（N = 117）也有类似的发现，只是对于那些接受基于来源的指导的成年人来说，指导提高了他们区分假新闻和真实新闻的能力。这些发现表明，对在线新闻的评估从一开始就受到认知反射的帮助，对新闻来源的了解，以及更普遍的新闻生产，可能对培养成人发现在线错误信息的能力至关重要。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

查看原文本刊更多论文

Children's detection of online misinformation

Adults' ability to detect online misinformation is improved by cognitive reflection and targeted instruction. Is the same true for children, who are also on the internet and may also be exposed to online misinformation? We explored this question by asking children aged 4 to 12 (N = 135, 54 % female, 31 % white) to judge the veracity of news stories that had circulated on the internet, some real and some fake. We compared their differentiation of fake news from real news to their performance on a developmental version of the Cognitive Reflection Test, the CRT-D. We also administered a brief tutorial encouraging children to scrutinize the plausibility of a story's content or the credibility of its source. Children's differentiation of fake news from real news was strongly correlated with their CRT-D scores but did not improve with instruction; rather, instruction made children more skeptical of all news. A comparison group of adults (N = 117) demonstrated similar findings with the exception that instruction improved adults' differentiation of fake news from real news for those who received source-based instruction. These findings indicate that the evaluation of online news is aided by cognitive reflection from the start and that knowledge of news sources, and news production more generally, may be critical for developing adult-level competencies at detecting online misinformation.

求助全文

通过发布文献求助，成功后即可免费获取论文全文。去求助

来源期刊

Cognition PSYCHOLOGY, EXPERIMENTAL-

CiteScore

6.40

自引率

5.90%

发文量

283

期刊介绍： Cognition is an international journal that publishes theoretical and experimental papers on the study of the mind. It covers a wide variety of subjects concerning all the different aspects of cognition, ranging from biological and experimental studies to formal analysis. Contributions from the fields of psychology, neuroscience, linguistics, computer science, mathematics, ethology and philosophy are welcome in this journal provided that they have some bearing on the functioning of the mind. In addition, the journal serves as a forum for discussion of social and political aspects of cognitive science.