Trained ninth-graders became more critical toward less reliable links than controls, with the effect persisting three weeks for the least reliable (bad) links¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? After training, trained students gave lower ratings than controls to poor and bad links, and the bad-link effect held at post-test 2 three weeks later. → Ana Pérez 2018

Evidence¶

Ana Pérez 2018¶

Ana Pérez, Anna Potocki, Marc Stadtler, Mônica Macedo-Rouet, Johanna Paul, Ladislao Salmerón, Jean-François Rouet. (2018). Fostering Teenagers' Assessment of Information Reliability: Effects of a Classroom Intervention focused on Critical Source Dimensions. Learning and Instruction. https://doi.org/10.1016/j.learninstruc.2018.04.006

q3 · i? · causal · r2

Quasi-experimental classroom study of 137 ninth-graders (64 trained, 73 controls) in four French schools, analyzed with linear mixed-effects models on normalized link ratings. The three-way group × phase × condition interaction was significant, χ² (6) = 12.64, p < .05, dv = .04; "trained students became more critical toward less reliable sources after the training sessions".

"Overall, these results indicate that compared to controls, trained students became more critical toward less reliable sources after the training sessions, with the effect still holding after a period of three weeks for the least reliable (bad) links."

Discussion¶

Related Claims¶

• Students could partially discriminate link reliability before training, rating good links highest and bad links lowest — related
• Overconfidence (bias) decreased from pretest to posttest across all groups including control, with no group differences — related
• Trained students increased references to the more reliable source in justifications, specifically for the more reliable source — related