I do hope that I’m not sharing false information, but I’m pretty sure I’m not: In this episode 29 of PsychCrunch, the podcast from the British Psychological Society’s Research Digest our presenters Ginny Smith and Jon Sutton explore the psychology of misinformation. They hear about the factors that make people more or less likely to share misinformation,… Read More BPS Podcast: Why do people share false information?
You’re in class and you have trouble paying attention. What can you do when it’s time to do a test? High school students who have trouble paying attention in class are more likely to admit to cheating, a new study by Anderman and colleagues shows. From the press release: Researchers found that inattention led to… Read More New study shows that students with attention problems are more likely to cheat
It’s an often mentioned chapter in our second Urban Myths book: growth mindset. Many people are surprised to read that the impact of these interventions is often very limited, to say the least. A new study by Yeager and many others, amongst who Carol Dweck, have now studied a possible explanation why mindset interventions sometimes… Read More Possible explanation why growth mindset interventions sometimes work and sometimes don’t work
Some people think we are living in a time of misinformation, although they could be misinformed. Still, this study shows that adults with depressive symptoms were twice as likely to support misinformation about COVID-19 vaccines. Less surprising: people who endorsed false statements were half as likely to be vaccinated against COVID-19. And yes, these are… Read More People with depressive symptoms are more likely to believe false statements about COVID-19 vaccines
I think it was Tim Surma who first shared this study by Fischer & Hänze this morning, but a lot of tweeps already shared the study since that tweet. And I can understand why, check the highlights: Student-activating methods are claimed to enhance student learning and motivation. Our study with 80 university courses and 1713… Read More This study is getting a lot of attention: “Back from “guide on the side” to “sage on the stage”? Effects of teacher-guided and student-activating teaching methods on student learning in higher education”
Nature does open access pic.twitter.com/j6kL1G3ZRX — Dr. Glaucomflecken (@DGlaucomflecken) January 22, 2022
Ok, sorry for the clickbait title, but the answer did surprise me: it may be whatever skill you think you’re best at! When I thought a bit further it became a No shirt, Sherlock-example. From the press release: Think you’re good at mindfulness techniques? Then that may work best for you. Or do you believe… Read More What’s the best way to improve a sad mood? The answer may surprise you…
We’ve written extensively about this topic in More Myths about Learning and Education, our second myth book, but a new working paper by Vladimir Kogan, Brandon Genetin, Joyce Chen and Alan Kalishagain confirms again: student surveys don’t measure what you think they measure. Grades seem to be the biggest influence in this case – we… Read More Again: teacher and course evaluations don’t tell you what you think they tell you
There is a new Best Evidence in Brief and this time I picked this study from this biweekly newsletter written up by Justin Hill: Carrie E. Markovitz and colleagues recently reported on a replication and expansion of a previous randomized controlled trial focused on volunteer tutoring in reading for at-risk early elementary school students. The current… Read More Effectiveness of volunteer tutoring (Best Evidence in Brief)
From experience to meaning... 