When we believe misinformation, we have succumbed to an illusion: our perception or interpretation of the world does not match reality. We often trust misinformation for reasons that are unrelated to an objective, critical interpretation of the available data: Key facts go unnoticed or unreported. Overwhelming information prevents the formulation of alternative explanations. Statements become more believable every time they are repeated. Events are reframed or given “spin” to mislead audiences. In magic shows, illusionists apply similar techniques to convince spectators that false and even seemingly impossible events have happened. Yet, many magicians are “honest liars”, asking audiences to suspend their disbelief only during the performance, for the sole purpose of entertainment. Magic misdirection has been studied in the lab for over a century. Psychological research has sought to understand magic from a scientific perspective and to apply the tools of magic to the understanding of cognitive and perceptual processes. More recently, neuroscientific investigations have also explored the relationship between magic illusions and their underlying brain mechanisms. We propose that the insights gained from such studies can be applied to understanding the prevalence and success of misinformation. Here, we review some of the common factors in how people experience magic during a performance and are subject to misinformation in their daily lives. Considering these factors will be important in reducing misinformation and encouraging critical thinking in society.
more »
« less
Trust in Social Relations
Trust is key to understanding the dynamics of social relations, to the extent that it is often viewed as the glue that holds society together. We review the mounting sociological literature to help answer what trust is and where it comes from. To this end, we identify two research streams—on particularized trust and generalized trust, respectively—and propose an integrative framework that bridges these lines of research while also enhancing conceptual precision. This framework provides the springboard for identifying several important avenues for future research, including new investigations into the radius of trust, the intermediate form of categorical trust, and the interrelationships between different forms of trust. This article also calls for more scholarship focusing on the consequences (versus antecedents) of trust, addressing more fully the trustee side of the relation, and employing new empirical methods. Such novel approaches will ensure that trust research will continue to provide important insights into the functioning of modern society in the years to come. Expected final online publication date for the Annual Review of Sociology, Volume 47 is July 2021. Please see http://www.annualreviews.org/page/journal/pubdates for revised estimates.
more »
« less
- Award ID(s):
- 1943688
- NSF-PAR ID:
- 10249260
- Date Published:
- Journal Name:
- Annual Review of Sociology
- Volume:
- 47
- Issue:
- 1
- ISSN:
- 0360-0572
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
More Like this
-
-
more » « less
Abstract As scientific advancements continue to reshape the world, it becomes increasingly crucial to uphold ethical standards and minimize the potentially adverse impact of research activities. In this context, the implementation of the 3R principles—Replacement, Reduction, and Refinement—has emerged as a prominent framework for promoting ethical research practices in the use of animals. This article aims to explore recent advances in integrating the 3R principles into fracture healing research, highlighting their potential to enhance animal welfare, scientific validity, and societal trust. The review focuses on in vitro, in silico, ex vivo, and refined in vivo methods, which have the potential to replace, reduce, and refine animal experiments in musculoskeletal, bone, and fracture healing research. Here, we review material that was presented at the workshop “Implementing 3R Principles into Fracture Healing Research” at the 2023 Orthopedic Research Society (ORS) Annual Meeting in Dallas, Texas.
-
Designing a Curriculum to Broaden Middle School Students’ Ideas and Interest in Engineering As the 21st century progresses, engineers will play critical roles in addressing complex societal problems such as climate change and nutrient pollution. Research has shown that more diverse teams lead to more creative and effective solutions (Smith-Doerr et al., 2017). However, while some progress has been made in increasing the number of women and people of color, 83% of employed engineers are male and 68% of engineers are white (NSF & NCSES, 2019). Traditional K–12 approaches to engineering often emphasize construction using a trial-and-error approach (ASEE, 2020). Although this approach may appeal to some students, it may alienate other students who then view engineering simply as “building things.” Designing engineering experiences that broaden students’ ideas about engineering, may help diversify the students entering the engineering pipeline. To this end, we developed Solving Community Problems with Engineering (SCoPE), an engineering curriculum that engages seventh-grade students in a three-week capstone project focusing on nutrient pollution in their local watershed. SCoPE engages students with the problem through local news articles about nutrient pollution and images of algae covered lakes, which then drives the investigation into the detrimental processes caused by excess nutrients entering bodies of water from sources such as fertilizer and wastewater. Students research the sources of nutrient pollution and potential solutions, and use simulations to investigate key variables and optimize the types of strategies for effectively decreasing and managing nutrient pollution to help develop their plans. Throughout the development process, we worked with a middle school STEM teacher to ensure the unit builds upon the science curriculum and the activities would be engaging and meaningful to students. The problem and location were chosen to illustrate that engineers can solve problems relevant to rural communities. Since people in rural locations tend to remain very connected to their communities throughout their lives, it is important to illustrate that engineering could be a relevant and viable career near home. The SCoPE curriculum was piloted with two teachers and 147 seventh grade students in a rural public school. Surveys and student drawings of engineers before and after implementation of the curriculum were used to characterize changes in students’ interest and beliefs about engineering. After completing the SCoPE curriculum, students’ ideas about engineers’ activities and the types of problems they solve were broadened. Students were 53% more likely to believe that engineers can protect the environment and 23% more likely to believe that they can identify problems in the community to solve (p < 0.001). When asked to draw an engineer, students were 1.3 times more likely to include nature/environment/agriculture (p < 0.01) and 3 times more likely to show engineers helping people in the community (p< 0.05) Additionally, while boys’ interest in science and engineering did not significantly change, girls’ interest in engineering and confidence in becoming an engineer significantly increased (Cohen’s D = 0.28, p<0.05). The SCoPE curriculum is available on PBS LearningMedia: https://www.pbslearningmedia.org/collection/solving-community-problems-with-engineering/ This project was funded by NSF through the Division of Engineering Education and Centers, Research in the Formation of Engineers program #202076. References American Society for Engineering Education. (2020). Framework for P-12 Engineering Learning. Washington, DC. DOI: 10.18260/1-100-1153 National Science Foundation, National Center for Science and Engineering Statistics. (2019). Women, Minorities, and Persons with Disabilities in Science and Engineering: 2019. Special Report NSF 17-310. Arlington, VA. https://ncses.nsf.gov/pubs/nsf21321/. Smith-Doerr, L., Alegria, S., & Sacco, T. (2017). How Diversity Matters in the US Science and Engineering Workforce: A Critical Review Considering Integration in Teams, Fields, and Organizational Contexts, Engaging Science, Technology, and Society 3, 139-153.more » « less
-
Society is confronted by interconnected threats to ecological sustainability. Among these is the devastation of forests by destructive non-native pathogens and insects introduced through global trade, leading to the loss of critical ecosystem services and a global forest health crisis. We argue that the forest health crisis is a public-good social dilemma and propose a response framework that incorporates principles of collective action. This framework enables scientists to better engage policymakers and empowers the public to advocate for proactive biosecurity and forest health management. Collective action in forest health features broadly inclusive stakeholder engagement to build trust and set goals; accountability for destructive pest introductions; pooled support for weakest-link partners; and inclusion of intrinsic and nonmarket values of forest ecosystems in risk assessment. We provide short-term and longer-term measures that incorporate the above principles to shift the societal and ecological forest health paradigm to a more resilient state. Expected final online publication date for the Annual Review of Phytopathology, Volume 61 is September 2023. Please see http://www.annualreviews.org/page/journal/pubdates for revised estimates.more » « less
-
null (Ed.)his panel paper presents research on connecting theory to practice and the lessons learned in a change project, with a focus on team formation during the early stages of change making. An important yet often overlooked step in any change project is pulling together individuals to form a competent and efficient team. A functional change-making team requires a variety of complementary skill sets, which may come from different disciplinary backgrounds and/or different prior experiences. Kotter (1996) uses the term “guiding coalition” to refer to an effective change-making team. He identifies four key characteristics of guiding coalitions: position power, expertise, credibility, leadership. Kotter also goes on to examine the importance of trust and a common goal. In a review of the literature on guiding coalitions, Have, Have, Huijsmans, and Otto (2017) found that though the concept of a guiding coalition is widely advocated in the literature, only one study showed a moderate correlation between the existence of a guiding coalition and the success of a change process (Abraham, Griffin, & Crawford, 1999). Have et al. (2017) conclude that while the literature provides little evidence to the value of a guiding coalition, it does provide evidence that Kotter’s characteristics of a guiding coalition (position power, expertise, credibility, leadership skills, trust in leadership, and setting common goals) individually have positive effects on the outcomes of a change project. However, we don’t know how these characteristics interact. This analysis of team building and complementary skill sets emerges from our participatory action research with the NSF REvolutionizing engineering and computer science Departments (RED) teams to investigate the change process within STEM higher education. The research-to-practice cycle is integral to our project; data gathered through working with the RED teams provides insights that are then translated into applied, hands-on practices. We utilize an abductive analysis approach, a qualitative methodology that moves recursively between the data and theory-building to remain open to new or contradictory findings, keeping existing theory in mind while not developing formal hypotheses (Timmermans & Tavory, 2012). We find that many of the teams have learned lessons in the early stages of the change process around the guiding coalition characteristics, and our analysis builds on the literature by examining how these characteristics interact. For example, the expertise of the social scientists and education researchers help discern which change strategies have supporting evidence and fit the context, in addition to what is reasonable for planning, implementation, and evaluation. The results presented in this paper connect theory to practice, clarifying practices for building effective change-making teams within higher education.more » « less
- Free Publicly Accessible Full Text
-
Accepted Manuscript1.0
- Journal Article:
- https://doi.org/10.1146/annurev-soc-082120-082850
