The role of social media in promoting vaccine hesitancy.

PURPOSE OF REVIEW: To offer: (1) Insight into the antivaccine movement's use of social media negatively impacting vaccine hesitancy and disease outbreaks, (2) Examples via case observations, and (3) Selected resources to combat vaccine hesitancy. RECENT FINDINGS: For the past 25 years, daily social media usage has risen continually, allowing information to spread widely to a reading/listening/viewing audience via mostly unvetted social media sites. During a pandemic/epidemic (e.g., coronavirus disease 2019 pandemic), an overabundance of information from many sources, including social media, has led to what is now termed as an 'infodemic'. Infodemics arise from overwhelming amounts of both correct and incorrect information from experts and nonexperts alike. Differentiating correct from incorrect information is difficult for social media users who can be swayed by nonscientific 'influencers' or fear-mongering more than by vetted expert scientific information. Consequently, vaccine misinformation is steadily increasing via social media, the use of which is often believed to be associated with vaccine hesitancy. Stopping the spread of misinformation has been a difficult task. SUMMARY: Vaccine misinformation on social media has been detrimental to public health. Vaccine advocates must increase the use of social media to the advantage of public health in the persistent struggle against vaccine hesitancy/refusal.

High levels of contextual interference enhance handwriting skill acquisition.

The authors conducted 3 experiments to examine whether introducing high levels of contextual interference is useful in handwriting skill acquisition. For all experiments, elementary school students (Ns = 44, 50, and 78, respectively) were randomly assigned to 1 of 2 practice schedules-blocked or random practice-in the acquisition phase. In the blocked condition, each of 3 letters (h, a, and y) or (in Experiment 1) symbols was handwritten 24 times consecutively. In the random condition, each letter (or symbol) was practiced 24 times, but in an intermixed, unsystematic sequence. Overall, the results showed that the random practice schedule leads to enhanced retention and transfer performance of handwriting skill acquisition.

The impact of self-as-a-model interventions on children's self-regulation of learning and swimming performance.

We compared two self-as-a-model interventions: self-modelling (viewing oneself perform an adaptive behaviour) and self-observation (viewing oneself perform at current skill level). Operating within Zimmerman's (1989, 2000) theory of self-regulated learning, we examined the effect of the modelling interventions on three self-regulatory processes (self-efficacy, intrinsic motivation, and self-satisfaction), as well as physical performance. Thirty-three children were randomly assigned to one of three experimental groups. The two self-as-a model groups received the modelling intervention just before physical practice, whereas the control group received physical practice only. Analyses of the retention scores revealed significant differences for all dependent measures. Post hoc testing showed consistently that the self-modelling group performed better than the self-observation and control groups, and that the two latter groups performing similarly. These results provide support for the implementation of self-modelling interventions with children when teaching motor skills.