Category Archives: Media literacy
A short video on surveys: Why do respondents’ answers sometimes differ by mode? (e.g. phone vs online)
Filed under Media literacy, Research
A lecture by and a conversation with Steven Pinker: why we should be happier with the world today
Filed under Media literacy, Myths, Research, Review, Trends
Good, short video on why algorithms aren’t objective at all: “an algorithm is an opinion embedded in math”
Filed under Media literacy, Technology
Believe the scientist or not, it also depends on the quality of the audio
It seems a detail, and actually it is. But the devil is in the details in this case for sure as this new study shows that when people listen to recordings of a scientist presenting their work, the quality of audio has a significant impact on whether people believed what they were hearing. Even worse: this was regardless of who the researcher was or what they were talking about. Blimey!
Little extra information not mentioned in both the press release nor in the abstract:
- For experiment 1: ninety-seven Amazon Mechanical Turk workers listened and responded to both segments.
- For experiment 2: Ninety-nine Amazon Mechanical Turk workers listened and responded to both radio segments.
From the press release:
Dr Newman, of the ANU Research School of Psychology, said the results showed when it comes to communicating science, style can triumph over substance.
“When people are assessing the credibility of information, most of the time people are making a judgement based on how something feels,” Dr Newman said.”Our results showed that when the sound quality was poor, the participants thought the researcher wasn’t as intelligent, they didn’t like them as much and found their research less important.”
The study used experiments where people viewed video clips of scientists speaking at conferences. One group of participants heard the recordings in clear high-quality audio, while the other group heard the same recordings with poor-quality audio.
Participants were then asked to evaluate the researchers and their work. Those who listened to the poorer quality audio consistently evaluated the scientists as less intelligent and their research as less important.
In a second experiment, researchers upped the ante and conducted the same experiment using renowned scientists discussing their work on the well-known US Science Friday radio program. This time the recordings included audio of the scientists being introduced with their qualifications and institutional affiliations.”It made no difference,” she said.”As soon as we reduced the audio quality, all of a sudden the scientists and their research lost credibility.”
As with the first experiments, participants thought the research was worse, the scientists were less competent and they also reported finding their work less interesting.
Dr Newman said in a time when genuine science is struggling to be heard above fake news and alternate facts, researchers need to consider not only the content of their messages, but features of the delivery.
“Another recent study showed false information travels six times faster than real information on Twitter,” she said.”Our results show that it’s not just about who you are and what you are saying, it’s about how your work is presented.”
A research paper for the study has been published in the journals Science Communication.
Abstract of the study:
Increasingly, scientific communications are recorded and made available online. While researchers carefully draft the words they use, the quality of the recording is at the mercy of technical staff. Does it make a difference? We presented identical conference talks (Experiment 1) and radio interviews from NPR’s Science Friday (Experiment 2) in high or low audio quality and asked people to evaluate the researcher and the research they presented. Despite identical content, people evaluated the research and researcher less favorably when the audio quality was low, suggesting that audio quality can influence impressions of science.
Filed under Education, Media literacy, Research, Review
New study in Nature: playing a lof of violent games doesn’t make players more violent
It’s a very popular idea, dating back to the theories and studies by Bandura: seeing violence teaches people to act violently. And more recently there was an American president linking computer games to school shootings. This new study shows that this maybe unwarranted.
In this study by Kühn et al published in Nature the researchers did a randomized controlled trial with 3 groups
- 1 group who played Grand Theft Auto intensively during 2 months
- 1 group who played The Sims 3 intensively during 2 months
- 1 group who didn’t play games at all.
And what did the researchers find?
Within the scope of the present study we tested the potential effects of playing the violent video game GTA V for 2 months against an active control group that played the non-violent, rather pro-social life simulation game The Sims 3 and a passive control group. Participants were tested before and after the long-term intervention and at a follow-up appointment 2 months later. Although we used a comprehensive test battery consisting of questionnaires and computerised behavioural tests assessing aggression, impulsivity-related constructs, mood, anxiety, empathy, interpersonal competencies and executive control functions, we did not find relevant negative effects in response to violent video game playing. In fact, only three tests of the 208 statistical tests performed showed a significant interaction pattern that would be in line with this hypothesis. Since at least ten significant effects would be expected purely by chance, we conclude that there were no detrimental effects of violent video gameplay.
Will this study end all discussions? No, I’m sure this won’t be the case even if this study is very relevant. It’s worth noticing that the average age of the participants was 28, on which I would suggest that a replication with younger participants would be a very good idea.
Abstract of the study:
It is a widespread concern that violent video games promote aggression, reduce pro-social behaviour, increase impulsivity and interfere with cognition as well as mood in its players. Previous experimental studies have focussed on short-term effects of violent video gameplay on aggression, yet there are reasons to believe that these effects are mostly the result of priming. In contrast, the present study is the first to investigate the effects of long-term violent video gameplay using a large battery of tests spanning questionnaires, behavioural measures of aggression, sexist attitudes, empathy and interpersonal competencies, impulsivity-related constructs (such as sensation seeking, boredom proneness, risk taking, delay discounting), mental health (depressivity, anxiety) as well as executive control functions, before and after 2 months of gameplay. Our participants played the violent video game Grand Theft Auto V, the non-violent video game The Sims 3 or no game at all for 2 months on a daily basis. No significant changes were observed, neither when comparing the group playing a violent video game to a group playing a non-violent game, nor to a passive control group. Also, no effects were observed between baseline and posttest directly after the intervention, nor between baseline and a follow-up assessment 2 months after the intervention period had ended. The present results thus provide strong evidence against the frequently debated negative effects of playing violent video games in adults and will therefore help to communicate a more realistic scientific perspective on the effects of violent video gaming.
Filed under Media literacy, Psychology, Research, Technology
Meet the Geek, the Internet Celebrity, the Victim and the Lurker, aka teenagers online
I have seen already several of these categorizations of online persona of social media or technology users, but this one looks nice and recognizable. I haven’t read the book yet, as it is just released.
From the press release:
Academics have identified four distinct personas of social media user that teenagers describe as shaping how they behave on social media.
Young social media users are categorised as either acting like the Geek, the Internet Celebrity, the Victim or the Lurker depending on their levels of online activity and visibility, University of Sussex academics say.
The categorisations are based on interviews the researchers conducted with children aged between 10 and 15-years-old for a new book, Researching Everyday Childhoods, published by Bloomsbury and launched today [Monday January 29].
The interviews revealed many youngsters were increasingly savvy about maintaining their privacy online, often being motivated to protect themselves by unpleasant past personal experiences or negative incidents that affected classmates.
Dr Liam Berriman, lecturer in digital humanities at the University of Sussex, said: “Our research found that concerns about staying safe online created an atmosphere of intense anxiety for young people, even if they had not directly experienced any problems themselves. The young people we spoke to felt a great weight of responsibility for their safety online and were often motivated by the concern of being labelled a victim.”
“While there has been a lot of negative media coverage around teenagers’ interaction with social media, our findings are more hopeful that teenagers are responsible users of social media, are very conscious of the dangers and make considerable efforts to protect themselves against those risks.” Teenagers navigate between the desire to be praised and recognised online and anxieties over the risk of opening themselves up to criticism and trolling. Among the four personas is the Internet Celebrity who is able to best use the latest trends and increasingly values “visibility of the self” through Instagram, Snapchat, the selfie and YouTube vlogging.
But academics also identified how young people are experimenting with and enjoying invisibility online. They describe the Lurker as someone able to avoid peer dramas arising through platforms such as Facebook, whilst still engaging in fun peer activities such as stalking their favourite music bands online.
The Geek, meanwhile, uses invisibility to anonymously share and promote their amateur media creations online, such as music videos or fan fiction writing. The academics described how the Geeks’ long hours of labour on projects risked parental concern that their behaviour was obsessive or addictive.
Professor Rachel Thomson, professor of childhood and youth studies at the University of Sussex, said: “What is distinctive about these active social media users was the entrepreneurial character of their practice, with ‘play’ re-envisaged as a form of economically rewarding work. By gaining an audience, young people are aware that they could capture advertising and corporate sponsorship. The dream is to ‘go viral’, establishing a career as a cultural creator.”
The research also highlights the risks contained in a world dominated by personal visibility with the Victim left to suffer personal exposure and shame following the creation and display of intimate material such as sexting and the loss of control of this material.
The Victim’s high visibility is often out of their control with their presence and heightened without their consent as private material is extracted from them and exchanged under false premises.
This can vary from the frustration of being tagged in photographs and the creation of an unflattering digital footprint through the activities of others to the more invasive techniques of fraping, where a person’s online identity is hijacked without their permission, or sharing of intimate photographs.
Dr Berriman said: “These examples reveal the impossibility of non- participation in the world of social media. A teenager does not necessarily have to create an online persona, it is something that can be created by others.”
Filed under Media literacy, Research, Social Media
New study shows: ‘Fake news’ = incorrect, but hard to correct.
#Fakenews is nothing new, despite some president claiming he invented it. But also because of that certain president there is a present surge of attention for the topic of ‘fake news’. This study by De Keersmaecker and Roets published in Intelligence adds some interesting insights on how people with lower cognitive abilities react to fake news in contrast to people with higher cognitive abilities:
- When people learn their attitudes are based on false information, they adjust them.
- People low (vs high) in cognitive ability adjust attitudes to lesser extent.
- Adjusted attitudes remained biased for people low in cognitive ability.
This excerpt from the conclusion sums it up quite clearly:
In line with our expectations, results indicated that individuals with lower (versus higher) levels of cognitive ability were less responsive to this corrective new information, and the initial exposure to the incorrect information had a persevering influence on their attitudes. Specifically, when individuals with lower levels of cognitive ability learnt that their attitudes towards a target person were partly based on negative information that was incorrect, they did adjust their evaluation about the target person, but to a lesser degree than individuals with higher levels of cognitive ability. Importantly, the adjusted attitudes of individuals with lower levels of cognitive ability were still more negative compared to the evaluations of their counterparts who were never exposed to the incorrect negative information. Contrary, individuals with higher levels of cognitive ability made more appropriate attitude adjustments. In particular, after learning that the negative information was false, they adopted attitudes that were similar to those who had not received false information.
Noteworthy, these effects of cognitive ability on attitude adjustment were obtained regardless of whether or not we controlled for open mindedness (i.e., need for closure) and authoritarianism as potential confounding variables. This indicates that the obtained effects are genuine cognitive ability effects and that making appropriate adjustments of initial social impressions is indeed directly affected by cognitive ability.
Abstract of the study:
The present experiment (N = 390) examined how people adjust their judgment after they learn that crucial information on which their initial evaluation was based is incorrect. In line with our expectations, the results showed that people generally do adjust their attitudes, but the degree to which they correct their assessment depends on their cognitive ability. In particular, individuals with lower levels of cognitive ability adjusted their attitudes to a lesser extent than individuals with higher levels of cognitive ability. Moreover, for those with lower levels of cognitive ability, even after the explicit disconfirmation of the false information, adjusted attitudes remained biased and significantly different from the attitudes of the control group who was never exposed to the incorrect information. In contrast, the adjusted attitudes of those with higher levels of cognitive ability were similar to those of the control group. Controlling for need for closure and right-wing authoritarianism did not influence the relationship between cognitive ability and attitude adjustment. The present results indicate that, even in optimal circumstances, the initial influence of incorrect information cannot simply be undone by pointing out that this information was incorrect, especially in people with relatively lower cognitive ability.
Filed under Education, Media literacy, Psychology, Research
A new form of self-harm: cyberbullying yourself
I hadn’t heard this one before, according to this new paper a new form of self-harm in youth has emerged and is cause for concern. The behavior: ‘digital self-harm’ or ‘self-trolling,’ where adolescents post, send or share mean things about themselves anonymously online. The concern: it is happening at alarming rates and could be a cry for help. This new FAU study is the first to examine the extent of this behavior and is the most comprehensive investigation of this understudied problem and I was quite surprised to see that in a big sample 6% actually did this kind of self-harm.
From the press release:
Adolescents harming themselves with cuts, scratches or burns has gained a lot of attention over the years not just because of the physical damage and internal turmoil, but also because it has been linked to suicide. More recently, a new form of self-harm in youth has emerged and is cause for concern, warns a researcher and bullying expert from Florida Atlantic University.
The behavior: “digital self-harm,” “self-trolling,” or “self-cyberbullying,” where adolescents post, send or share mean things about themselves anonymously online. The concern: it is happening at alarming rates and could be a cry for help.
A new FAU study is the first to examine the extent of this behavior and is the most comprehensive investigation of this understudied problem.
“The idea that someone would cyberbully themselves first gained public attention with the tragic suicide of 14-year-old Hannah Smith in 2013 after she anonymously sent herself hurtful messages on a social media platform just weeks before she took her own life,” said Sameer Hinduja, Ph.D., study author, a professor in FAU’s School of Criminology and Criminal Justice in the College for Design and Social Inquiry, and co-director of the Cyberbullying Research Center. “We knew we had to study this empirically, and I was stunned to discover that about 1 in 20 middle- and high-school-age students have bullied themselves online. This finding was totally unexpected, even though I’ve been studying cyberbullying for almost 15 years.”
Hinduja and his collaborator from the University of Wisconsin-Eau Claire, Justin W. Patchin, Ph.D., recently published results of their study in the Journal of Adolescent Health.
They used a nationally representative sample of 5,593 middle and high school students between the ages of 12 and 17 years old living in the United States to find out how many youth participated in digital self-harm, as well as their motivations for such behavior. They also examined if certain correlates of offline self-harm also applied to digital forms of self-harm.
Results of the study show that nearly 6 percent of the teens reported that they had anonymously posted something mean about themselves online. Among these, about half (51.3 percent) said they did it just once, about one-third (35.5 percent) said they did it a few times, while 13.2 percent said they had done it many times.
Boys were more likely to participate in this behavior (7 percent) compared to girls (5 percent). Their reasons, however, varied dramatically. Boys described their behavior as a joke or a way to get attention while girls said they did it because they were depressed or psychologically hurt. This finding is especially worrisome for the researchers as there may be more of a possibility that this behavior among girls leads to attempted or completed suicide.
To ascertain motivations behind the behavior, the researchers included an open-ended question asking respondents to tell them why they had engaged in digital self-harm. Most comments centered around certain themes: self-hate; attention seeking; depressive symptoms; feeling suicidal; to be funny; and to see if anyone would react. Qualitative data from the study showed that many who had participated in digital self-harm were looking for a response.
Age and race of the respondents did not differentiate participation in digital self-harm, but other factors did. Teens who identified as non-heterosexual were three times more likely to bully themselves online. In addition, victims of cyberbullying were nearly 12 times as likely to have cyberbullied themselves compared to those who were not victims. Those who reported using drugs or participating in deviance, had depressive symptoms, or had previously engaged in self-harm behaviors offline were all significantly more likely to have engaged in digital self-harm.
“Prior research has shown that self-harm and depression are linked to increased risk for suicide and so, like physical self-harm and depression, we need to closely look at the possibility that digital self-harm behaviors might precede suicide attempts,” said Hinduja. “We need to refrain from demonizing those who bully, and come to terms with the troubling fact that in certain cases the aggressor and target may be one and the same. What is more, their self-cyberbullying behavior may indicate a deep need for social and clinical support.”
Abstract of the study:
Purpose
Despite increased media and scholarly attention to digital forms of aggression directed toward adolescents by their peers (e.g., cyberbullying), very little research has explored digital aggression directed toward oneself. “Digital self-harm” is the anonymous online posting, sending, or otherwise sharing of hurtful content about oneself. The current study examined the extent of digital self-harm among adolescents.
Methods
Survey data were obtained in 2016 from a nationally representative sample of 5,593 American middle and high school students (12–17 years old). Logistic regression analysis was used to identify correlates of participation in digital self-harm. Qualitative responses were also reviewed to better understand motivations for digital self-harm.
Results
About 6% of students have anonymously posted something online about themselves that was mean. Males were significantly more likely to report participation (7.1% compared to 5.3%). Several statistically significant correlates of involvement in digital self-harm were identified, including sexual orientation, experience with school bullying and cyberbullying, drug use, participation in various forms of adolescent deviance, and depressive symptoms.
Conclusions
Digital self-harm is a new problem that demands additional scholarly attention. A deeper inquiry as to the motivations behind this behavior, and how it correlates to offline self-harm and suicidal ideation, can help direct mental health professionals toward informed prevention approaches.
Filed under At home, Education, Media literacy, Psychology, Research, Social Media, Technology
Sometimes you’d better don’t believe the press release
I read a lot of different studies and press releases about studies and some end up on this blog. Yesterday I read one press release and when I than read the actual study, I ended up not writing a blog post but tweeting this:
Sadly enough other people did go with the hurray-feel of the press release, as you can take from the title of this NPR-post.
I received these 2 great replies:
But if you want to check for yourself, here you can find the press release and here you can find the actual study.
Filed under Education, Media literacy, Myths, Research, Review
