Week 5 Lesson Plan
The reading worksheet file can be found here.
The participation form can be found here.
To navigate to individual lesson plans:
Monday, June 10th - Cognitive Biases (#18/28 of class):
Learning Objectives:- LO1: Continue to build a supportive classroom culture & discuss science communication
- What should we consider, in terms of science communication, in light of cognitive biases?
- Discuss how this new podcast compares to previous podcasts in terms of our good science communication principles
- How effective was the comic as a science communication tool? Compare and contrast the tools we have seen so far & whether you'd use them for different reasons
- LO2: Describe the basic fundamental principles of various logical fallacies & cognitive biases
- Describe more research from Purves Chpt 14 & Goldstein Chpt 13: i.e., deductive reasoning
- LO3: Summarize and critically analyze academic journal articles
- Can you think of a prevalence-induced concept change in your own life?
- If people are tuned to actively avoid certain information, what should we do as a society?
Articles:
I asked how accessible & interesting students found each article on a scale of 1-5 (Not At All Accessible/Interesting vs. Very Accessible/Interesting). Klein and O'Brien (2018) Accessibility (N=3; reading was optional), M = 5, SD = 0; Interesting M = 4.67, SD = 0.58; Levari et al. (2018) Accessibility (N=6), M = 4.83, SD = 0.41; Interesting M = 4.67, SD = 0.52
- Levari, D. E., Gilbert, D. T., Wilson, T. D., Sievers, B., Amodio, D. M., & Wheatley, T. (2018). Prevalence-induced concept change in human judgment. Science, 360(6396), 1465–1467. https://doi.org/10.1126/science.aap8731. PDF here
- OPTIONAL: I couldn't decide whether to get rid of this paper; I will discuss the effect in class, but you are not responsible for reading it on your own unless you want to... Klein, N., & O’Brien, E. (2018). People use less information than they think to make up their minds. Proceedings of the National Academy of Sciences, 115(52), 13222–13227. https://doi.org/10.1073/pnas.1805327115. PDF here
- Inman, M. (2017). Believe. Retrieved from The Oatmeal website: Believe. (click link)
- McRaney, D. (2018, March 26). YANSS 123 – Active Information Avoidance. Retrieved from: https://youarenotsosmart.com/2018/03/26/yanss-123-active-information-avoidance/
- Outline of your Duke Research Blog post - guideline here
- Reading worksheet - if you want to continue with this, you can
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Tuesday, June 11th - False Memory (#19/28 of class):
Learning Objectives:Resources: Slides
- LO1: Continue to build a supportive classroom culture & discuss science communication
- Peer feedback of the multiple paragraphs of science summary piece
- LO2: Describe the basic fundamental principles of false memories
- Basic principles of memory modification (constructive, schemas, inferences), false memories; demo on Deese-McDermott-Roediger paradigm; eyewitness testimony issues
- Discuss small section in Goldstein Chpt 8 on false memories
- LO3: Summarize and critically analyze academic journal articles
- How does this work impact policy? What are the limitations of this work relative to real-world scenarios of false memories?
Articles:
I asked how accessible & interesting students found each article on a scale of 1-5 (Not At All Accessible/Interesting vs. Very Accessible/Interesting). Frenda et al. (2016) Accessibility (N=9), M = 4.83, SD = 0.41; Interesting M = 4.5, SD = 0.55; Shaw and Porter (2015) Accessibility (N=6), M = 4.17, SD = 0.98; Interesting M = 4.67, SD = 0.52
- Frenda, S. J., Berkowitz, S. R., Loftus, E. F., & Fenn, K. M. (2016). Sleep deprivation and false confessions. Proceedings of the National Academy of Sciences, 113(8), 2047–2050. https://doi.org/10.1073/pnas.1521518113. PDF here
- Shaw, J., & Porter, S. (2015). Constructing Rich False Memories of Committing Crime. Psychological Science, 26(3), 291–301. https://doi.org/10.1177/0956797614562862. PDF here
- Fraser, S. (2013). Can Eyewitnesses Create Memories? Retrieved from https://www.npr.org/2013/11/29/182671574/can-eyewitnesses-create-memories
- Multiple paragraphs of your scientist summary article, incorporating the feedback that you got from the opening paragraph - see guideline on SciSummary generally
- Reading worksheet - if you want to continue with this, you can
- Expect feedback from me on the outline of your Duke Research blog post
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Wednesday, June 12th - Misinformation (#20/28 of class):
Learning Objectives:Resources: Slides, worksheets from link in slide pptx
- LO1: Continue to build a supportive classroom culture & discuss science communication
- What does the science say about misinformation? How can we combat misinformation in science communication?
- How did the computer game compare to our other methods of science communication?
- LO2: Describe the basic fundamental principles of misinformation research
- Discuss the brief section in Chpt 8 of Goldstein textbook: MPI, source misattributions (incl. demo), & wrap-up of false memory discussion
- Briefly mention recent Pew research on misinformation
- LO3: Summarize and critically analyze academic journal articles
- What role does social media play in misinformation research? What would you say to policy makers based on this research?
Articles:
I asked how accessible & interesting students found each article on a scale of 1-5 (Not At All Accessible/Interesting vs. Very Accessible/Interesting). Vosoughi et al. (2018) Accessibility (N=5), M = 4.4, SD = 0.55; Interesting M = 4, SD = 0.71; Fazio et al. (2015) Accessibility (N=5), M = 4.2, SD = 1.10; Interesting M = 3.8, SD = 1.30
- Fazio, L. K., Brashier, N. M., Payne, B. K., & Marsh, E. J. (2015). Knowledge does not protect against illusory truth. Journal of Experimental Psychology: General, 144(5), 993–1002. https://doi.org/10.1037/xge0000098. PDF here
- Vosoughi, S., Roy, D., & Aral, S. (2018). The spread of true and false news online. Science, 359(6380), 1146–1151. https://doi.org/10.1126/science.aap9559. PDF here
- Lazer, D. M. J., Baum, M. A., Benkler, Y., Berinsky, A. J., Greenhill, K. M., Menczer, F., … Zittrain, J. L. (2018). The science of fake news. Science, 359(6380), 1094–1096. https://doi.org/10.1126/science.aao2998. PDF here
- Social networks, wisdom of the crowds, groupthink, and idea propagation: https://ncase.me/crowds/
- Expect feedback from me on your multiple paragraphs of the science summary assignment
- Reading worksheet - if you want to, you can continue with this
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Thursday, June 13th - Review (#21/28 of class):
Learning Objectives:Resources: Slides
- LO1: Continue to build a supportive classroom culture & discuss science communication
- Karl Bates, the editor of News & Communications at Duke, will visit our class today to discuss the editing & publishing process for the Duke Research Blog
- How do media biases play a role in misinformation? Are there cultural differences in misinformation? (e.g., 1, 2). What do the academic articles from today & yesterday imply?
- LO2: Review material that we have covered so far
- Jeopardy style quiz questions, in addition to whatever class feedback suggests we should cover
Articles:
I asked how accessible & interesting students found each article on a scale of 1-5 (Not At All Accessible/Interesting vs. Very Accessible/Interesting). Grinberg et al. (2019) Accessibility (N=5), M = 4.4, SD = 0.89; Interesting M = 3.8, SD = 1.10
- Grinberg, N., Joseph, K., Friedland, L., Swire-Thompson, B., & Lazer, D. (2019). Fake news on Twitter during the 2016 U.S. presidential election. Science, 363(6425), 374–378. https://doi.org/10.1126/science.aau2706. PDF here
- Lombrozo, T. (2018). The Psychology Of Fake News. Retrieved from NPR.org website: https://www.npr.org/sections/13.7/2018/03/27/597263367/the-psychology-of-fake-news. PDF here
- First draft of Duke Research Blog, incorporating feedback from the outline and other SciComm assignments - guideline here
- Reading worksheet - if you want to continue using, you can
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Friday, June 14th - Collective Memory (#22/28 of class):
Learning Objectives:Resources: Slides, Quiz 5, Quiz 5 Key
- LO1: Continue to build a supportive classroom culture & discuss science communication.
- What do you think the main points of the collective memory article not covered were, based on the two science news papers? How effective was the science video used?
- LO2: Define, identify, and apply previous constructs that we have discussed in class
- Quiz on material covered since the last class quiz: short answers & multiple choice
- LO3: Describe the basic principles thought to underlie collective memory.
- Demo on collective memory (collective narcissism paper, plus paper not discussed); where does collective memory sit in the hierarchy of memory systems?
- Putting it all together, if memories close together in time are segmented together and if social media can be used to study the spread of fake news, how we can study fundamental principles of memory from history?
Articles:
I asked how accessible & interesting students found each article on a scale of 1-5 (Not At All Accessible/Interesting vs. Very Accessible/Interesting). Maswood et al. (2019) Accessibility (N=3), M = 5, SD = 0; Interesting M = 4.67, SD = 0.58; Abel et al. (2019) Accessibility (N=3), M = 5, SD = 0; Interesting M = 4.67, SD = 0.58
- OPTIONAL: Since y'all have some other work to do for today, I've made this article optional. I will also go over it in class. Maswood, R., Rasmussen, A. S., & Rajaram, S. (2019). Collaborative remembering of emotional autobiographical memories: Implications for emotion regulation and collective memory. Journal of Experimental Psychology: General, 148(1), 65–79. https://doi.org/10.1037/xge0000468. PDF here
- Abel, M., Umanath, S., Fairfield, B., Takahashi, M., Roediger, H. L., & Wertsch, J. V. (2019). Collective Memories across 11 Nations for World War II: Similarities and Differences Regarding the Most Important Events. Journal of Applied Research in Memory and Cognition. https://doi.org/10.1016/j.jarmac.2019.02.001. PDF here
- Stix, G. (2018). A Math Function Describes How Whole Societies Remember--and Forget. Retrieved from Scientific American website: https://www.scientificamerican.com/article/a-math-function-describes-how-whole-societies-remember-and-forget/. PDF here. Note that video below goes with the PDF; both were in the SciAm article.
- Cummins, E. (2018). How long can an event hold humanity’s attention? There’s an equation for that. Retrieved from Popular Science website: https://www.popsci.com/how-collective-memories-decay. PDF here
- Note that we have our fifth quiz today - expect feedback from me on that later this day.
- Outline of research from the scientist you're covering for the Wikipedia profile - see guideline here
- Reading worksheet - if you want to continue with this, you can