Impact of Abstract Versus Concrete Conceptualization of Genetic Modification (GM) Technology on Public Perceptions.

Based on the scholarship of abstract/concrete cognition, mental schema, and the integrated model of behavior change, this study found that using concrete over abstract language increased support for specific genetically modified (GM) applications and GM in general, and improved intentions to purchase products containing genetically modified organisms (GMOs). An online survey with an embedded 3 × 2 experiment was conducted using a national sample of U.S. adults (N = 1,470). Participants were randomly assigned to conditions that varied in abstract/concrete conceptualization of GMOs and were prompted to assess GM risk and benefit perceptions with respect to human health and the environment. Regardless of whether they assessed risks or benefits, participants who assessed GMOs through concrete terms compared to abstract terms showed an increase in positive emotions, which in turn increased their support for specific GM applications and GM in general, and their intentions to buy products with GMOs.

Aware, Yet Ignorant: Exploring the Views of Early Career Researchers About Funding and Conflicts of Interests in Science.

This study investigates the level of awareness about funding influences and potential conflicts of interests (COI) among early career researchers. The sample for this study included users of one or more of the 14 U.S. laboratories associated with the National Nanotechnology Infrastructure Network. To be eligible, respondents must have been either still completing graduate work or <5 years since graduation. In total, 713 early career researchers completed the web survey, with about half still in graduate school. Results indicate that although respondents were aware of potential funding and COI influences on their work, they remained largely ignorant of their role in addressing or managing these issues. Respondents often attributed the responsibility of addressing these issues to their supervisors. Respondents who had received some training around these issues, however, were more likely to assume more personal responsibility. Overall, this study points out that ignorance among early career researchers is less about awareness of funding and COI issues and more about taking personal responsibility for addressing these issues.

Issue ownership of science in the United States.

This study assesses whether the Democratic Party holds issue ownership over science in the United States. We analyze data from a national survey that asked 1041 adults questions specifically designed to measure perceptions of science ownership. While the results suggest that the Democratic Party does hold a significant advantage in ownership of science in an abstract sense, perceptions of ownership of specific types of science vary across the two parties. Those who identify as Independents drive much of the aggregate perceptions of ownership of science, whereas partisans' perceptions of issue ownership of science are mostly driven by in-party favoritism. Post hoc analyses suggest that news media use contributes to perceptions of science ownership and reinforces affinity-party preference.

University Experiences of Marine Science Research and Outreach Beyond the Classroom.

Climate and ocean literacy are two of the most important challenges facing society today. However, many students lack exposure to these topics upon entering college. As a result, these students must rely on learning climate literacy and ocean conservation through experiences outside of those provided in the traditional undergraduate classroom. To fill this gap, we initiated a marine science professional development program to expose undergraduate students to ocean literacy principles and climate change concepts through marine ecology research and educational outreach. This study evaluates the effects of our undergraduate experiential learning for individuals involved in our research team, our educational outreach team, or both. Clemson University alumni that participated in our program were surveyed to determine educational and professional gains in three areas related to: (1) knowledge; (2) careers; and (3) attitudes. Multiple linear and logistic regressions were used to understand the relationships between gains and program type, mentor experience, and duration of program enrollment. In addition, we evaluated demographic covariates including age, ideology, and gender. Our study found that perceived knowledge of marine science and science communication skills increased with positive mentor experience. Alumni that rated their experience with their mentors highly also indicated that the program was important to their careers after graduation. Students who participated in any program for a prolonged period were more likely to indicate that marine science was important to their careers. These students were also more likely to continue their education. Additionally, we saw that a sense of belonging and identity in science, as well as the understanding of climate change threat on the marine environment, all increased with longer program involvement, more than the type of experience (research versus outreach). Overall, we found that both the research and outreach programs offered opportunities for advancements in knowledge, careers, and attitudes. These results provide evidence that experiential learning has the potential to increase student engagement and understanding of climate change and ocean literacy communication as well as a sense of belonging in science-oriented fields.

Conversion messages and attitude change: Strong arguments, not costly signals.

A conversion narrative recounts the process that led the speaker to reject one belief for a different, usually incompatible, alternative. However, researchers know little about whether, when, and, if so, how such messages affect audience attitudes about controversial science. Using a general US population-sample experiment, we assessed the attitudinal impact of three versions of a statement by Mark Lynas, an environmental activist who converted from opposing to championing genetically modified crops. Participants were exposed to (1) a one-sided pro-genetically modified message by Lynas, (2) a two-sided pro-genetically modified message in which Lynas indicates but does not detail his conversion, or (3) a two-sided pro-genetically modified message in which Lynas explains the process that prompted his conversion. We find that his conversion messages influenced attitudes by way of perceived argument strength, but not speaker credibility. This finding implies such messages induce greater elaboration, which may lead to durable attitudes that predict behavior.