What's in the Box? The Effect of Negation on Children's Belief in Misinformation

• In Event: Poster Session 05
  In Poster Session: PS 05 Topic - Cognitive Processes

Abstract

Research on the correction of misinformation has demonstrated a continued influence effect, in which belief in misinformation persists even after individuals are presented with a correction. Although several techniques (e.g., retraction, refutation) have been developed to reduce belief in misinformation, none have been able to eliminate belief in misinformation entirely. In fact, it has been demonstrated that attempting to correct misinformation may have an adverse effect (i.e., increasing belief in misinformation), particularly when negative corrections are presented to individuals not initially exposed to the misinformation. The purpose of the current study is to extend these findings by testing whether the same effect occurs in young children. Specifically, we are testing 3-to-6-year-old children’s belief in false information while manipulating their exposure to misinformation and the presence of negative corrections. Approximately 40 children will watch a presentation in which the contents of various colorful boxes are discussed by two characters on the screen. Depending on the condition, one character will provide false information regarding the contents of the box (e.g., there are marbles in the blue box) or no information. The second character will follow by providing a negative correction (e.g., there are not marbles in the blue box) or no correction. After the information about the box is presented, the child will be asked what they believe is inside the box. We hypothesize that when children are exposed to the misinformation, negative corrections will reduce belief in misinformation relative to no correction; however, when children are not exposed to the misinformation, negative corrections are expected to increase misinformation belief relative to no correction. Our preliminary results, based on a sample size of 14 children, showed that when exposed to misinformation, children referenced the misinformation more when no correction was provided; however, when not exposed to misinformation, children referenced the misinformation more when a negative correction was provided. This finding supports our hypothesis by demonstrating that the effect of negative corrections on children’s belief in misinformation largely depends on exposure to misinformation. If our study continues to produce these results, not only would it support previous research in college-aged adults but also extend the finding to young children, with important implications for public service announcements, news media, political campaigns, courtrooms, schools, and any other services or organizations interested in disseminating accurate information to mass audiences.

Authors

• Genesis D. Flores, University of Southern California
  Presenting Author

• Kevin Autry, California State University - Poly Pomona
  Non-Presenting Author