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Children’s ability to edit their memories when learning about the environment from credible and noncredible websites
One of the many sources of information easily available to children is the internet and the millions of websites providing accurate, and sometimes inaccurate, information. In the current investigation, we examined children’s ability to use credibility information about websites when learning about e...
Autores principales: | , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Springer International Publishing
2021
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8164076/ https://www.ncbi.nlm.nih.gov/pubmed/34050824 http://dx.doi.org/10.1186/s41235-021-00305-1 |
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author | Roberts, Kim P. Wood, Katherine R. Wylie, Breanne E. |
author_facet | Roberts, Kim P. Wood, Katherine R. Wylie, Breanne E. |
author_sort | Roberts, Kim P. |
collection | PubMed |
description | One of the many sources of information easily available to children is the internet and the millions of websites providing accurate, and sometimes inaccurate, information. In the current investigation, we examined children’s ability to use credibility information about websites when learning about environmental sustainability. In two studies, children studied two different websites and were tested on what they had learned a week later using a multiple-choice test containing both website items and new distracters. Children were given either no information about the websites or were told that one of the websites (the noncredible website) contained errors and they should not use any information from that website to answer the test. In both studies, children aged 7- to 9-years reported information from the noncredible website even when instructed not to, whereas the 10- to 12-year-olds used the credibility warning to ‘edit out’ information that they had learned from the noncredible website. In Study 2, there was an indication that the older children spontaneously assessed the credibility of the website if credibility markers were made explicit. A plausible explanation is that, although children remembered information from the websites, they needed explicit instruction to bind the website content with the relevant source (the individual websites). The results have implications for children’s learning in an open-access, digital age where information comes from many sources, credible and noncredible. Education in credibility evaluation may enable children to be critical consumers of information thereby resisting misinformation provided through public sources. |
format | Online Article Text |
id | pubmed-8164076 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2021 |
publisher | Springer International Publishing |
record_format | MEDLINE/PubMed |
spelling | pubmed-81640762021-06-01 Children’s ability to edit their memories when learning about the environment from credible and noncredible websites Roberts, Kim P. Wood, Katherine R. Wylie, Breanne E. Cogn Res Princ Implic Original Article One of the many sources of information easily available to children is the internet and the millions of websites providing accurate, and sometimes inaccurate, information. In the current investigation, we examined children’s ability to use credibility information about websites when learning about environmental sustainability. In two studies, children studied two different websites and were tested on what they had learned a week later using a multiple-choice test containing both website items and new distracters. Children were given either no information about the websites or were told that one of the websites (the noncredible website) contained errors and they should not use any information from that website to answer the test. In both studies, children aged 7- to 9-years reported information from the noncredible website even when instructed not to, whereas the 10- to 12-year-olds used the credibility warning to ‘edit out’ information that they had learned from the noncredible website. In Study 2, there was an indication that the older children spontaneously assessed the credibility of the website if credibility markers were made explicit. A plausible explanation is that, although children remembered information from the websites, they needed explicit instruction to bind the website content with the relevant source (the individual websites). The results have implications for children’s learning in an open-access, digital age where information comes from many sources, credible and noncredible. Education in credibility evaluation may enable children to be critical consumers of information thereby resisting misinformation provided through public sources. Springer International Publishing 2021-05-29 /pmc/articles/PMC8164076/ /pubmed/34050824 http://dx.doi.org/10.1186/s41235-021-00305-1 Text en © The Author(s) 2021 https://creativecommons.org/licenses/by/4.0/Open AccessThis article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/ (https://creativecommons.org/licenses/by/4.0/) . |
spellingShingle | Original Article Roberts, Kim P. Wood, Katherine R. Wylie, Breanne E. Children’s ability to edit their memories when learning about the environment from credible and noncredible websites |
title | Children’s ability to edit their memories when learning about the environment from credible and noncredible websites |
title_full | Children’s ability to edit their memories when learning about the environment from credible and noncredible websites |
title_fullStr | Children’s ability to edit their memories when learning about the environment from credible and noncredible websites |
title_full_unstemmed | Children’s ability to edit their memories when learning about the environment from credible and noncredible websites |
title_short | Children’s ability to edit their memories when learning about the environment from credible and noncredible websites |
title_sort | children’s ability to edit their memories when learning about the environment from credible and noncredible websites |
topic | Original Article |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8164076/ https://www.ncbi.nlm.nih.gov/pubmed/34050824 http://dx.doi.org/10.1186/s41235-021-00305-1 |
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