Is knowing believing? The role of event plausibility and background knowledge in planting false beliefs about the personal past

2006 ◽  
Vol 34 (8) ◽  
pp. 1628-1635 ◽  
Author(s):  
Kathy Pezdek ◽  
Iris Blandon-Gitlin ◽  
Shirley Lam ◽  
Rhiannon Ellis Hart ◽  
Jonathan W. Schooler
Keyword(s):  
Background Knowledge ◽  
False Beliefs ◽  
Event Plausibility

scholarly journals Being a Patient Representative Is More Work Than Being a Patient Advocate—Done Right, It Is Also Likely to Be More Effective

2021 ◽  
Vol 28 (2) ◽  
pp. 1017-1019
Author(s):  
Richard Wassersug
Keyword(s):  
Health Outcomes ◽  
Background Knowledge ◽  
Positive Influence ◽  
Patient Advocate ◽  
Different Types ◽  
Health Related ◽  
Patient Representative

For a patient to be effective as a “patient representative” within a health-related organization, work and more than just accepting an honorific title is required. I argue that for a patient to be most effective as a patient representative requires different types of background knowledge and commitment than being a “patient advocate”. Patients need to be cautious about how, when, and where they take on an official role of either an “advocate” or “representative”, if they truly want to be a positive influence on health outcomes.

scholarly journals Predictors of Successful Reading Comprehension in Bilingual Adults: The Role of Reading Strategies and Language Proficiency

Languages ◽  
2021 ◽  
Vol 6 (1) ◽  
pp. 18
Author(s):  
Deanna C. Friesen ◽  
Bailey Frid
Keyword(s):  
Reading Comprehension ◽  
Language Proficiency ◽  
Text Analysis ◽  
Reading Strategies ◽  
Background Knowledge ◽  
Strategy Use ◽  
Dominant Language ◽  
Analysis Strategies

The current study investigated the type of strategies that English–French bilingual adults utilize when reading in their dominant and non-dominant languages and which of these strategies are associated with reading comprehension success. Thirty-nine participants read short texts while reporting aloud what they were thinking as they read. Following each passage, readers answered three comprehension questions. Questions either required information found directly in the text (literal question) or required a necessary inference or an elaborative inference. Readers reported more necessary and elaborative inferences and referred to more background knowledge in their dominant language than in their non-dominant language. Engaging in both text analysis strategies and meaning extraction strategies predicted reading comprehension success in both languages, with differences observed depending on the type of question posed. Results are discussed with respect to how strategy use supports the development of text representations.

Planting False Childhood Memories: The Role of Event Plausibility

1997 ◽  
Vol 8 (6) ◽  
pp. 437-441 ◽  
Author(s):  
Kathy Pezdek ◽  
Kimberly Finger ◽  
Dandle Hodge
Keyword(s):  
High School Students ◽  
Cognitive Processes ◽  
Close Relative ◽  
Childhood Memories ◽  
School Students ◽  
Catholic High School ◽  
Jewish Ritual ◽  
False Event ◽  
Event Plausibility

Two experiments tested and confirmed the hypothesis that events will be suggestively planted in memory to the degree that they are plausible and script-relevant knowledge exists in memory In Experiment 1, 22 Jewish and 29 Catholic high school students were read descriptions of three true events and two false events reported to have occurred when they were 8 years old One false event described a Jewish ritual, and one described a Catholic ritual Results for the false events showed the predicted asymmetry Whereas 7 Catholics but 0 Jews remembered only the Catholic false event, 3 Jews but only 1 Catholic remembered only the Jewish false event Two subjects recalled both events In Experiment 2 20 confederates read descriptions of one true event and two false events to a younger sibling or close relative The more plausible false event described the relative being lost in a mall while shopping the less plausible false event described the relative receiving an enema Three events were falselv remembered, all were the more plausible event We conclude by outlining a framework that specifies the cognitive processes underlying suggestively planting false events in memory

scholarly journals Process in the Community, Detain Offshore or ‘Turn Back the Boats’? Predicting Australian Asylum-seeker Policy Support from False Beliefs, Prejudice and Political Ideology

2018 ◽  
Vol 32 (4) ◽  
pp. 562-582 ◽  
Author(s):  
Lisa K Hartley ◽  
Joel R Anderson ◽  
Anne Pedersen
Keyword(s):  
Political Ideology ◽  
Asylum Seekers ◽  
False Belief ◽  
Policy Support ◽  
Hierarchical Regression ◽  
Future Research ◽  
False Beliefs ◽  
Predictive Role ◽  
Practical Implications

Abstract Over the past few decades, there has been a progressive implementation of policies designed to deter the arrival of people seeking protection. In Australia, this has included offshore processing and towing boats of asylum seekers away from Australian waters. In a community survey of 164 Australians, this study examined the predictive role of false beliefs about asylum seekers, prejudice and political ideology in support of three policies. Multiple hierarchical regression models indicated that, although political ideology and prejudice were significant predictors of policy support, false beliefs was the strongest predictor. For the policy of processing asylum seekers in the community, less endorsement of false beliefs was a significant predictor, while, for the policy of offshore processing, more endorsement of false beliefs was a significant predictor. For the boat turn-back policy, an increase in false-belief endorsement was the strongest predictor; although increases in prejudice and a prejudice–political ideology interaction (i.e. the predictive value of prejudice was stronger for participants who identified as politically conservative) also independently predicted support. Practical implications and future research avenues are discussed.

Introduction to Remanufacturing and Reverse Logistics

2013 ◽  
pp. 1-17
Keyword(s):  
Reverse Logistics ◽  
Background Knowledge ◽  
Environment Protection

This chapter introduces the background knowledge of the main targeted problem considered in this book (i.e., remanufacturing and its associated reverse logistics). The chapter starts with an introduction about the role of remanufacturing in environment protection. Then, the related studies dealing with the remanufacturing are outlined in the background section, which is followed by a discussion about the work dedicated to the reverse logistics. Finally, the conclusion drawn in the last section closes this chapter.

Gene Expression Mining Guided by Background Knowledge

2011 ◽  
pp. 268-292
Author(s):  
Jirí Kléma ◽  
Filip Železný ◽  
Igor Trajkovski ◽  
Filip Karel ◽  
Bruno Crémilleux
Keyword(s):  
Gene Expression ◽  
Gene Expression Data ◽  
Descriptive Analysis ◽  
Background Knowledge ◽  
Heterogeneous Data ◽  
Expression Data ◽  
Heterogeneous Data Sources ◽  
Biological Entities ◽  
Quantitative Association Rule

This chapter points out the role of genomic background knowledge in gene expression data mining. The authors demonstrate its application in several tasks such as relational descriptive analysis, constraintbased knowledge discovery, feature selection and construction or quantitative association rule mining. The chapter also accentuates diversity of background knowledge. In genomics, it can be stored in formats such as free texts, ontologies, pathways, links among biological entities, and many others. The authors hope that understanding of automated integration of heterogeneous data sources helps researchers to reach compact and transparent as well as biologically valid and plausible results of their gene-expression data analysis.

scholarly journals Role of Content Schema in Reading Comprehension Among Saudi EFL Students: EFL Teachers’ Perspective and Use of Appropriate Classroom Strategies

2018 ◽  
Vol 8 (4) ◽  
pp. 96
Author(s):  
AbdulRahman Al Asmari ◽  
Choudhary Zahid Javid
Keyword(s):  
Reading Comprehension ◽  
Reading Strategies ◽  
English Language ◽  
Reading Skills ◽  
Background Knowledge ◽  
Language Teachers ◽  
Efl Learners ◽  
Classroom Strategies ◽  
English Language Teachers

This empirical survey investigates the perceptions of English language teachers towards the role of content schemata in reading comprehension among Saudi EFL learners. Furthermore, it also attempts to explore the use of appropriate classroom strategies employed by English language teachers to activate content schemata to enhance learners’ reading comprehension. A modified Likert-scale strongly-agree to strongly-disagree questionnaire was administered to 61 male and female EFL faculty from English Language Center (ELC), Taif University to generate data. The findings have reinforced that background knowledge of Saudi EFL learners help them significantly in reading faster with better understanding. It has also been reported that pre-reading strategies of brainstorming, classroom discussions about the topic and questioning are the most favored ones to activate Saudi EFL learners’ background knowledge. It has also been learnt that while-reading strategies of directing the students’ attention to signal words, main idea, important phrases, titles, subtitles and effectively linking the target text to their students’ cultural and social experiences also contribute towards reading comprehension. The findings have also revealed that English language teachers consider low English language proficiency and poor reading skills of Saudi ELF leaners as well as the lack of appropriate teaching aids as the major obstacles in activating the content schemata. Several recommendations have been forwarded which have significant pedagogical implications in materializing much sought-after goal of effective ELT in the KSA by ensuring better reading skills among Saudi EFL learners.

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