Refuting Vaccine Misconceptions

• In Event: 53.082 - Poster Session 10
  In Poster Session: 53.082-2 - Poster Session 4: Cognitive and Motivational Processes

Abstract

We examined the effects and interactions of refutation texts and emotions on online processes and learning outcomes of revising misconceptions about vaccines. We developed nine refutation texts (each addressing a specific misconception about vaccination) across three experimental conditions: refutation, refutation-with-emotion, and non-refutation/control. A reading time methodology was used to measure online cognitive processes. In a within-subjects design, 34 university students read all nine texts and completed a post-test. Results showed that participants read key information faster in both refutation conditions than control, and further, they had more accurate and confident post-test responses for items related to refutation-with-emotion texts than control. Results are discussed in terms of their implications for knowledge revision theory, instructional design of refutation texts, and practical significance.

Authors

• Greg Trevors, University of South Carolina

• Panayiota Kendeou, University of Minnesota

• Bader IMNM Mohsen, University of Minnesota - Twin Cities