Time and skeptical opinion content erode the effects of science coverage on climate beliefs and attitudes.

Although experiments show that exposure to factual information can increase factual accuracy, the public remains stubbornly misinformed about many issues. Why do misperceptions persist even when factual interventions generally succeed at increasing the accuracy of people's beliefs? We seek to answer this question by testing the role of information exposure and decay effects in a four-wave panel experiment (n = 2,898 at wave 4) in which we randomize the media content that people in the United States see about climate change. Our results indicate that science coverage of climate change increases belief accuracy and support for government action immediately after exposure, including among Republicans and people who reject anthropogenic climate change. However, both effects decay over time and can be attenuated by exposure to skeptical opinion content (but not issue coverage featuring partisan conflict). These findings demonstrate that the increases in belief accuracy generated by science coverage are short lived and can be neutralized by skeptical opinion content.

Historical representations of social groups across 200 years of word embeddings from Google Books.

Using word embeddings from 850 billion words in English-language Google Books, we provide an extensive analysis of historical change and stability in social group representations (stereotypes) across a long timeframe (from 1800 to 1999), for a large number of social group targets (Black, White, Asian, Irish, Hispanic, Native American, Man, Woman, Old, Young, Fat, Thin, Rich, Poor), and their emergent, bottom-up associations with 14,000 words and a subset of 600 traits. The results provide a nuanced picture of change and persistence in stereotypes across 200 y. Change was observed in the top-associated words and traits: Whether analyzing the top 10 or 50 associates, at least 50% of top associates changed across successive decades. Despite this changing content of top-associated words, the average valence (positivity/negativity) of these top stereotypes was generally persistent. Ultimately, through advances in the availability of historical word embeddings, this study offers a comprehensive characterization of both change and persistence in social group representations as revealed through books of the English-speaking world from 1800 to 1999.

Oppressed Groups Engender Implicit Positivity: Seven Demonstrations Using Novel and Familiar Targets.

Across seven preregistered studies in online adult volunteer samples (N = 5,323), we measured implicit evaluations of social groups following exposure to historical narratives about their oppression. Although the valence of such information is highly negative and its interpretation was left up to participants, implicit evaluations of oppressed groups shifted toward positivity, including in designs involving fictitious, well-known, and even self-relevant targets. The sole deviation from this pattern was observed in an experiment using a vignette about slavery in the United States, in response to which neither White nor Black Americans exhibited any change in implicit race attitudes. In line with propositional perspectives, these findings suggest that implicit evaluations (including, notably, implicit evaluations of well-known and self-relevant social groups) tend to change toward positivity in response to extremely negative information involving past oppression. However, macro-level phenomena, such as public awareness of histories of oppression, can modulate such updating processes.

Social Movements as Parsimonious Explanations for Implicit and Explicit Attitude Change.

Recently, interest in aggregate and population-level implicit and explicit attitudes has opened inquiry into how attitudes relate to sociopolitical phenomenon. This creates an opportunity to examine social movements as dynamic forces with the potential to generate widespread, lasting attitude change. Although collective action remains underexplored as a means of reducing bias, we advance historical and theoretical justifications for doing so. We review recent studies of aggregate attitudes through the lens of social movement theory, proposing movements as a parsimonious explanation for observed patterns. We outline a model for conceptualizing causal pathways between social movements and implicit and explicit attitudes among participants, supporters, bystanders, and opponents. We identify six categories of mechanisms through which movements may transform attitudes: changing society; media representations; intergroup contact and affiliation; empathy, perspective-taking, and reduced intergroup anxiety; social recategorization; and social identification and self-efficacy processes. Generative questions, testable hypotheses, and promising methods for future work are discussed.

Beliefs around the causes of inequities and intergroup attitudes among health professional students before and after a course related to Indigenous Peoples and colonialism.

BACKGROUND: Addressing the Truth and Reconciliation Calls to Action on including anti-racism and cultural competency education is acknowledged within many health professional programs. However, little is known about the effects of a course related to Indigenous Peoples and colonialism on learners' beliefs about the causes of inequities and intergroup attitudes. METHODS: A total of 335 learners across three course cohorts (in 2019, 2020, 2022) of health professional programs (e.g., Dentistry/Dental Hygiene, Medicine, Nursing, and Pharmacy) at a Canadian university completed a survey prior to and 3 months following an educational intervention. The survey assessed gender, age, cultural identity, political ideology, and health professional program along with learners' causal beliefs, blaming attitudes, support for social action and perceived professional responsibility to address inequities. Pre-post changes were assessed using mixed measures (Cohort x Time of measurement) analyses of variance, and demographic predictors of change were determined using multiple regression analyses. Pearson correlations were conducted to assess the relationship between the main outcome variables. RESULTS: Only one cohort of learners reported change following the intervention, indicating greater awareness of the effects of historical aspects of colonialism on Indigenous Peoples inequities, but unexpectedly, expressed stronger blaming attitudes and less support for government social action and policy at the end of the course. When controlling for demographic variables, the strongest predictors of blaming attitudes towards Indigenous Peoples and lower support for government action were gender and health professional program. There was a negative correlation between historical factors and blaming attitudes suggesting that learners who were less willing to recognize the role of historical factors on health inequities were more likely to express blaming attitudes. Further, stronger support for government action or policies to address such inequities was associated with greater recognition of the causal effects of historical factors, and learners were less likely to express blaming attitudes. CONCLUSION: The findings with respect to blaming attitudes and lower support for government social action and policies suggested that educational interventions can have unexpected negative effects. As such, implementation of content to address the Truth and Reconciliation Commissions Calls to Action should be accompanied by rigorous research and evaluation that explore how attitudes are transformed across the health professional education journey to monitor intended and unintended effects.

The Trends of Attitude Change and Interprofessional Collaboration Competencies among Medical and Nursing Students of Iran University of Medical Sciences.

Background: Nurses' and physicians' collaboration is a precedent for patient care. This study examined attitude change and interprofessional collaboration competencies among medical and nursing students of Iran University of Medical Sciences. Methods: This study was quantitative cross-sectional. The study tools were two questionnaires, Attitudes Toward Interprofessional Education and IPEC Interprofessional Collaborative Competencies, which were completed by 211 medical and nursing students in online or in-person forms. The collected quantitative data were analyzed by SPSS 19 software. Results: The results showed that nurses and physicians constituted 35.5% and 64.5% of the sample. The results of the independent T-test displayed no statistically significant difference in the mean age of both groups (P = 0.054). There was a statistically significant difference in the participants' attitudes toward interprofessional learning, and the medical group (46.68) obtained a higher mean score than the nurse group (34.92) (P = 0.001). The two groups with varying mean scores (179.34 for medical students and 131.72 for nursing students) were significantly different in their interpersonal collaboration competencies (P = 0.001). Considering Mauchly's test, there were statistically significant differences among medical students of varying academic years in their attitudes toward interprofessional education (P < 0.001). Nursing students were also different in their attitudes toward interprofessional education based on their academic years. Conclusion: The results of this study showed that the attitude of nursing students towards interprofessional education and interpersonal collaboration competencies should be increased in line with medical students in order to improve the quality of medical and health services.

Patterns of Implicit and Explicit Attitudes: IV. Change and Stability From 2007 to 2020.

Using more than 7.1 million implicit and explicit attitude tests drawn from U.S. participants to the Project Implicit website, we examined long-term trends across 14 years (2007-2020). Despite tumultuous sociopolitical events, trends from 2017 to 2020 persisted largely as forecasted from past data (2007-2016). Since 2007, all explicit attitudes decreased in bias between 22% (age attitudes) and 98% (race attitudes). Implicit sexuality, race, and skin-tone attitudes also continued to decrease in bias, by 65%, 26%, and 25%, respectively. Implicit age, disability, and body-weight attitudes, however, continued to show little to no long-term change. Patterns of change and stability were generally consistent across demographic groups (e.g., men and women), indicating widespread, macrolevel change. Ultimately, the data magnify evidence that (some) implicit attitudes reveal persistent, long-term change toward neutrality. The data also newly reveal the potential for short-term influence from sociopolitical events that temporarily disrupt progress toward neutrality, although attitudes eventually return to long-term homeostasis in trends.

Can exposure to arguments pro and contra extraversion affect self-reports of the trait and the attitude toward it?

OBJECTIVE: Changeability of personality over short-term intervals has increasingly become a focus of research. However, the role played by argumentation interventions in short-term variations has scarcely been examined. METHODS: In two experiments (N = 363 and 320), we investigated how processing positive and negative argumentation regarding extraversion (Study 1: watching a lecture; Study 2: elaborating self-invented arguments) affects self-reports on this trait and attitude toward it. The experiments included three waves of measurements with argument manipulation (in favor of or against extraversion) immediately prior to Time 2 (Study 2 also included a control group). RESULTS: Mean-level changes in extraversion across time moments, measured with the longitudinal confirmatory factor analysis, were consistently negligible. Conversely, there were some indications that argumentation about extraversion could have immediate short-term effects on attitudes toward this trait. The random-intercept cross-lagged model showed that rank-order consistency stemmed from a trait-like intercept, which was particularly large for trait extraversion compared with the attitude. The autoregressive and cross-lagged effects of residual within-person variation were consistently small and mostly nonsignificant. CONCLUSION: Our findings suggest that extraversion and the attitude toward it maintained their temporal continuity within 3 months, even under a single exposure to arguments pro and contra this trait.

A Brief Intervention on E-Cigarette, Regular Cigarette, and Marijuana Use Results in Generalization Effects: Lateral Attitude Change among College Students.

OBJECTIVE: We hypothesized (1) perceived harm beliefs and intention to use e-cigarette attitudes will become more negative post-exposure to the intervention (2) this change will generalize to more negative beliefs and intention toward regular cigarettes and marijuana. METHODS: MANOVAs of students' perceptions of harm beliefs and intention toward the use of e-cigarettes and regular cigarettes, and marijuana were performed to ascertain change in harm beliefs before (t1) to after the intervention (t2) for 188 nonwhite Hispanic and White college students who viewed educational material (informational text + video), the intervention, during an online experimental survey. RESULTS: The first MANOVA yielded main effect with significant differences for substances, Wilks' Lambda (Λ) = 0.254, F = 234.920 (2, 160), p < 0.001, ηp2 =0.746 and by time (Λ = 0.740, F = 56.684 (1, 161), p < 0.001, ηp2 = 0.260). E-cigarettes, regular cigarettes, and marijuana were perceived more harmful for one's health and for the health of others at t2. The MANOVA on peer influence and intention to use (Λ = 0.277, F = 222.890 (2, 171), p < 0.001), ηp2 = 0.723) and by time (Λ = 0.922, F = 14.514 (1, 172), p < 0.001), ηp2 = 0.078) was significant. Respondents were less likely to use any of the substances if their best friend offered at t2. Intent for future use was also reduced at t2. CONCLUSION: A brief intervention potentiated favorable change in harm beliefs and intention to focal object (e-cigarettes) and lateral objects (regular cigarettes and marijuana).

Components of engagement in saying-is-believing exercises.

The saying-is-believing effect is an important step for changing students' attitudes and beliefs in a wise intervention. However, most studies have not closely examined the process of the saying-is-believing effect when individuals are engaged in the activity. Using a qualitative approach, the present study uses an engagement framework to investigate (a) components of engagement in the saying-is-believing effect; and (b) how differently students may engage in a saying-is-believing exercise. Semi-structured interviews were conducted with 14 undergraduates in a scholarship program for low-income transfer students from community college. Analysis using inductive and deductive approaches found that students varied on the extent to which they experienced the effectiveness of the saying-is-believing effect through affective, cognitive, and behavioral experiences. The study offers examples of how people can indeed differ in the extent to which they experience the saying-is-believing effect, and the implications for designing more effective interventions. Specifically, students' positive affective experiences from seeing the larger goal of creating videos may be important components for the saying-is-believing effect to work. Behavioral experiences, such as learning soft skills, academic skills learned indirectly from the intervention, and academic skills learned directly from the intervention were accompanied by both positive affective and cognitive experiences. Findings show the importance of students' differential engagement in saying-is-believing exercises both for building more effective wise interventions and interpreting heterogeneity in intervention effectiveness.

Asking People to Explain Complex Policies Does Not Increase Political Moderation: Three Preregistered Failures to Closely Replicate Fernbach, Rogers, Fox, and Sloman's (2013) Findings.

Fernbach et al. (2013) found that political extremism and partisan in-group favoritism can be reduced by asking people to provide mechanistic explanations for complex policies, thus making their lack of procedural-policy knowledge salient. Given the practical importance of these findings, we conducted two preregistered close replications of Fernbach et al.'s Experiment 2 (Replication 1a: N = 306; Replication 1b: N = 405) and preregistered close and conceptual replications of Fernbach et al.'s Experiment 3 (Replication 2: N = 343). None of the key effects were statistically significant, and only one survived a small-telescopes analysis. Although participants reported less policy understanding after providing mechanistic policy explanations, policy-position extremity and in-group favoritism were unaffected. That said, well-established findings that providing justifications for prior beliefs strengthens those beliefs, and well-established findings of in-group favoritism, were replicated. These findings suggest that providing mechanistic explanations increases people's recognition of their ignorance but is unlikely to increase their political moderation, at least under these conditions.

COVID-19 and its long-term effects on activity participation and travel behaviour: A multiperspective view.

This paper discusses possible long-term effects of COVID-19 on activity-travel behaviour. Making use of theories and concepts from economics, psychology, sociology, and geography, this work argues that lasting effects can be expected, and specifically that peak demand among car and public transport users may be lower than if the pandemic would never have happened. The magnitude of such effects at the aggregate level in terms of the total travel time of all inhabitants of a country or state is likely limited. Such lasting effects imply that additional infrastructure extensions to reduce congestion on roads and crowding in public transport might have a lower benefit-cost ratio than would be the case without these impacts. The paper discusses avenues for future research, including work on the role of attitude changes, the formation of new habitual behaviour, new social norms and practices, well-being effects, and the role of Information and Communication Technologies (ICT).

Effect of the COVID-19 pandemic on public managers' attitudes toward digital transformation.

The COVID-19 pandemic has induced a process of digital acceleration and has likely changed the attitudes of local public managers toward information and communication technology (ICT). While this attitude change has been reasonably argued, it has not been systematically measured. This study narrows this gap by measuring the attitudes of public managers before and after the outbreak of the COVID-19 pandemic. Overall, this study finds that the pandemic has led public managers to be more confident in the capacity of ICT to help cities achieve their economic, social, and environmental goals and respond to challenges. Both explicit and implicit measures confirmed attitude changes. The explicit measures also indicated that the change in public managers' attitude toward ICT was similar to their change in attitude toward scientific progress and greater than their change in attitude toward other issues that have played a major role during the pandemic, namely, climate change, citizen participation, and privacy.

Retrieval cues fail to influence contextualized evaluations.

Initial evaluations generalise to new contexts, whereas counter-attitudinal evaluations are context-specific. Counter-attitudinal information may not change evaluations in new contexts because perceivers fail to retrieve counter-attitudinal cue-evaluation associations from memory outside the counter-attitudinal learning context. The current work examines whether an additional, counter-attitudinal retrieval cue can enhance the generalizability of counter-attitudinal evaluations. In four experiments, participants learned positive information about a target person, Bob, in one context, and then learned negative information about Bob in a different context. While learning the negative information, participants wore a wristband as a retrieval cue for counter-attitudinal Bob-negative associations. Participants then made speeded as well as deliberate evaluations of Bob while wearing or not wearing the wristband. Internal meta-analysis failed to find a reliable effect of the counter-attitudinal retrieval cue on speeded or deliberate evaluations, whereas the context cues influenced speeded and deliberate evaluations. Counter to predictions, counter-attitudinal retrieval cues did not disrupt the generalisation of first-learned evaluations or the context-specificity of second-learned evaluations (Experiments 2-4), but the counter-attitudinal retrieval cue did influence evaluations in the absence of context cues (Experiment 1). The current work provides initial evidence that additional counter-attitudinal retrieval cues fail to disrupt the renewal and generalizability of first-learned evaluations.

Teaching medical professionalism: a qualitative exploration of persuasive communication as an educational strategy.

BACKGROUND: Across the world, local standards provide doctors with a backbone of professional attitudes that must be embodied across their practice. However, educational approaches to develop attitudes are undermined by the lack of a theoretical framework. Our research explored the ways in which the General Medical Council's (GMC) programme of preventative educational workshops (the Duties of a Doctor programme) attempted to influence doctors' professional attitudes and examined how persuasive communication theory can advance understandings of professionalism education. METHODS: This qualitative study comprised 15 ethnographic observations of the GMC's programme of preventative educational workshops at seven locations across England, as well as qualitative interviews with 55 postgraduate doctors ranging in experience from junior trainees to senior consultants. The sample was purposefully chosen to include various geographic locations, different programme facilitators and doctors, who varied by seniority. Data collection occurred between March to December 2017. Thematic analysis was undertaken inductively, with meaning flowing from the data, and deductively, guided by persuasive communication theory. RESULTS: The source (educator); the message (content); and the audience (participants) were revealed as key influences on the persuasiveness of the intervention. Educators established a high degree of credibility amongst doctors and worked to build rapport. Their message was persuasive, in that it drew on rational and emotional communicative techniques and made use of both statistical and narrative evidence. Importantly, the workshops were interactive, which allowed doctors to engage with the message and thus increased its persuasiveness. CONCLUSIONS: This study extends the literature by providing a theoretically-informed understanding of an educational intervention aimed at promoting professionalism, examining it through the lens of persuasive communication. Within the context of interactive programmes that allow doctors to discuss real life examples of professional dilemmas, educators can impact on doctors' professional attitudes by drawing on persuasive communication techniques to enhance their credibility to demonstrate expertise, by building rapport and by making use of rational and emotional appeals.

Perspective Taking and Self-Persuasion: Why "Putting Yourself in Their Shoes" Reduces Openness to Attitude Change.

Counterattitudinal-argument generation is a powerful tool for opening people up to alternative views. On the basis of decades of research, it should be especially effective when people adopt the perspective of individuals who hold alternative views. In the current research, however, we found the opposite: In three preregistered experiments (total N = 2,734), we found that taking the perspective of someone who endorses a counterattitudinal view lowers receptiveness to that view and reduces attitude change following a counterattitudinal-argument-generation task. This ironic effect can be understood through value congruence: Individuals who take the opposition's perspective generate arguments that are incongruent with their own values, which diminishes receptiveness and attitude change. Thus, trying to "put yourself in their shoes" can ultimately undermine self-persuasion. Consistent with a value-congruence account, this backfire effect is attenuated when people take the perspective of someone who holds the counterattitudinal view yet has similar overall values.

Patterns of Implicit and Explicit Attitudes: I. Long-Term Change and Stability From 2007 to 2016.

Using 4.4 million tests of implicit and explicit attitudes measured continuously from an Internet population of U.S. respondents over 13 years, we conducted the first comparative analysis using time-series models to examine patterns of long-term change in six social-group attitudes: sexual orientation, race, skin tone, age, disability, and body weight. Even within just a decade, all explicit responses showed change toward attitude neutrality. Parallel implicit responses also showed change toward neutrality for sexual orientation, race, and skin-tone attitudes but revealed stability over time for age and disability attitudes and change away from neutrality for body-weight attitudes. These data provide previously unavailable evidence for long-term implicit attitude change and stability across multiple social groups; the data can be used to generate and test theoretical predictions as well as construct forecasts of future attitudes.

Social Simulation Models at the Ethical Crossroads.

Computational models of group opinion dynamics are one of the most active fields of sociophysics. In recent years, advances in model complexity and, in particular, the possibility to connect these models with detailed data describing individual behaviors, preferences and activities, have opened the way for the simulations to describe quantitatively selected, real world social systems. The simulations could be then used to study 'what-if' scenarios for opinion change campaigns, political, ideological or commercial. The possibility of the practical application of the attitude change models necessitates that the research community working in the field should consider more seriously the moral aspects of their efforts, in particular the potential for their use for unintended goals. The paper discusses these issues, and offers a suggestion for a new research direction: using the attitude models to increase the awareness and detection of social manipulation cases. Such research would offer a scientific challenge and meet the ethical criteria.

Divergence over conformity: Change in immigration attitudes after the electoral success of an anti-immigration populist party in the Finnish 2015 parliamentary elections.

The populist, anti-immigration-oriented Finns Party was considered the winner of the Finnish 2015 parliamentary elections. In a representative sample of young adults (N = 606), a longitudinal pre- post-election design revealed that attitudes towards immigration became more favourable among those disappointed by the outcome and those who did not vote for the Finns Party. Among the latter, both supporting the green-red rival parties and disliking the Finns Party independently predicted increased support for migration. Other attitudes did not change. The results highlight the importance of social processes and identity concerns, particularly self-categorization, as drivers of attitude change. While previous work has focused on conformity dynamics, our results suggest that diverging from an unwanted identity may be associated with attitude change.

Countering antivaccination attitudes.

Three times as many cases of measles were reported in the United States in 2014 as in 2013. The reemergence of measles has been linked to a dangerous trend: parents refusing vaccinations for their children. Efforts have been made to counter people's antivaccination attitudes by providing scientific evidence refuting vaccination myths, but these interventions have proven ineffective. This study shows that highlighting factual information about the dangers of communicable diseases can positively impact people's attitudes to vaccination. This method outperformed alternative interventions aimed at undercutting vaccination myths.