ERIC Number: EJ1262499
Record Type: Journal
Publication Date: 2019
Pages: 8
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0888-4080
EISSN: N/A
Unfounded Beliefs among Teachers: The Interactive Role of Rationality Priming and Cognitive Ability
Adam-Troian, Jais; Caroti, Denis; Arciszewski, Thomas; Ståhl, Tomas
Applied Cognitive Psychology, v33 n4 p720-727 Jul-Aug 2019
Previous research suggests that unfounded beliefs (UB)--such as conspiracist beliefs and beliefs in the supernatural--stem from similar cognitive and motivational mechanisms. More specifically, it has been demonstrated that cognitive ability is negatively associated with UB but only among individuals who value epistemic rationality. The present study goes beyond previous correlational studies by examining whether the negative association between cognitive ability and UB can be strengthened through a subtle rationality prime. In a large scale online experiment (N = 762 French teachers), we demonstrate that priming rationality (vs. control) does enhance the negative relationship between cognitive ability and adherence to supernatural beliefs, as well as conspiracy mentality (d = 0.2). This effect was not obtained for illusory pattern perception. This study's usefulness as a "proof of concept" for future interventions aimed at reducing UB prevalence among the general public is discussed.
Descriptors: Misconceptions, Teacher Attitudes, Beliefs, Epistemology, Cognitive Ability, Priming, Foreign Countries, Pattern Recognition
Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: France
Grant or Contract Numbers: N/A