The Role of Epistemic Cognition and Emotions in Attitudinal and Conceptual Change About Genetically Modified Foods

• In Event: 67.019 - Investigating Epistemic Cognition in Relation to Food, Water, and Energy Issues

Abstract

“Alternative facts” are part of today’s popular press and social media. It is not surprising individuals hold misconceptions about topics relevant to their daily lives, like genetically modified foods (GMFs). As previous research has shown, individuals’ misconceptions about a particular topic can undermine understanding of it (Sinatra, Kienhues, & Hofer, 2014). For learning to be fruitful, it is critical to support conceptual change; that is, restructuring misconceptions to align with correct conceptions (Dole & Sinatra, 1998). One approach used to change individuals’ misconceptions is providing refutation texts (Sinatra & Broughton, 2011). Refutation texts persuade individuals to change misconceptions by explicitly identifying misconceptions and explaining them in scientifically correct terms (Kendeou, Walsh, Smith, & O’Brien, 2014).
Beyond message characteristics, researchers also have investigated learner characteristics. For example, misconceptions are linked to negative attitudes, which can make correcting misconceptions challenging (Broughton, Sinatra, Nussbaum, 2011). Fortunately, correcting misconceptions can shift attitudes toward a more positive stance, which predict learning and conceptual change (Thacker et al., 2018). Previous research has also shown that emotions related to controversial topics can facilitate or constrain learning processes and outcomes (Muis et al., 2015). When individuals read information that is counter to what they believe, they may experience curiosity. Curiosity allows individuals to positively shift their attitudes and engage more intensely with the text (Muis, Chevrier, & Singh, 2018). However, learners who experience frustration may not shift their attitudes and may process information less thoroughly (Pekrun & Stephens, 2012). Evidence suggests that emotions mediate changes in attitudes and conceptual change (Broughton et al., 2011) given that they facilitate or constrain cognitive processes (Muis et al., 2018).
One relevant cognitive process is epistemic judgments. When individuals are presented with information that is counter to what they believe, they may engage in judgments about whether the information is valid (Dole & Sinatra, 1998). They may also evaluate the source of information to determine its trustworthiness (Sinatra & Seyranian, 2016). However, epistemic judgments–one key facet of epistemic cognition, individuals’ thinking about knowledge and knowing–may be constrained via negative emotional reactions toward the information. As such, interventions are needed to foster positive attitudes and emotions to increase engagement in epistemic judgments for conceptual change. We address this gap in the literature. Specifically, 126 university students were randomly assigned to read a refutation text with positive attitudinal content about GMFs (REFP), a refutation text with negative attitudinal content about GMFs, an expository text with positive attitudinal content, or an expository text with negative attitudinal content. Prior to reading, participants reported their attitudes toward GMFs, and completed a prior knowledge measure. Emotions and epistemic judgments were measured via think aloud. At posttest, participants reported their attitudes and completed a knowledge measure to assess conceptual change. Results revealed that participants in the REFP condition experienced more positive emotions, held more positive attitudes at posttest, engaged in more epistemic judgments of the information, and subsequently changed more misconceptions compared to participants in the other three conditions. We will discuss implications in the full paper.

Authors

• Krista R. Muis, McGill University

• Marianne Chevrier, McGill University

• Courtney A Denton Hurlbut, McGill University

• Brendan Munzar, McGill University

• Kelsey M Losenno, McGill University

• Nesma Etoubashi, McGill University