Supersharers of fake news on Twitter.

Governments may have the capacity to flood social media with fake news, but little is known about the use of flooding by ordinary voters. In this work, we identify 2107 registered US voters who account for 80% of the fake news shared on Twitter during the 2020 US presidential election by an entire panel of 664,391 voters. We found that supersharers were important members of the network, reaching a sizable 5.2% of registered voters on the platform. Supersharers had a significant overrepresentation of women, older adults, and registered Republicans. Supersharers' massive volume did not seem automated but was rather generated through manual and persistent retweeting. These findings highlight a vulnerability of social media for democracy, where a small group of people distort the political reality for many.

A broader view of misinformation reveals potential for intervention.

Misleading claims from credible sources can be more damaging than blatant falsehoods.

Detecting lies in investigative interviews through the analysis of response latencies and error rates to unexpected questions.

In this study, we propose an approach to detect deception during investigative interviews by integrating response latency and error analysis with the unexpected question technique. Sixty participants were assigned to an honest (n = 30) or deceptive group (n = 30). The deceptive group was instructed to memorize the false biographical details of a fictitious identity. Throughout the interviews, participants were presented with a randomized sequence of control, expected, and unexpected open-ended questions about identity. Responses were audio recorded for detailed examination. Our findings indicate that deceptive participants showed markedly longer latencies and higher error rates when answering expected (requiring deception) and unexpected questions (for which premeditated deception was not possible). Longer response latencies were also observed in participants attempting deception when answering control questions (which necessitated truthful answers). Moreover, a within-subject analysis highlighted that responding to unexpected questions significantly impaired individuals' performance compared to answering control and expected questions. Leveraging machine-learning algorithms, our approach attained a classification accuracy of 98% in distinguishing deceptive and honest participants. Additionally, a classification analysis on single response levels was conducted. Our findings underscore the effectiveness of merging response latency metrics and error rates with unexpected questioning as a robust method for identity deception detection in investigative interviews. We also discuss significant implications for enhancing interview strategies.

Memory and belief updating following complete and partial reminders of fake news.

Fake news can have enduring effects on memory and beliefs. An ongoing theoretical debate has investigated whether corrections (fact-checks) should include reminders of fake news. The familiarity backfire account proposes that reminders hinder correction (increasing interference), whereas integration-based accounts argue that reminders facilitate correction (promoting memory integration). In three experiments, we examined how different types of corrections influenced memory for and belief in news headlines. In the exposure phase, participants viewed real and fake news headlines. In the correction phase, participants viewed reminders of fake news that either reiterated the false details (complete) or prompted recall of missing false details (partial); reminders were followed by fact-checked headlines correcting the false details. Both reminder types led to proactive interference in memory for corrected details, but complete reminders produced less interference than partial reminders (Experiment 1). However, when participants had fewer initial exposures to fake news and experienced a delay between exposure and correction, this effect was reversed; partial reminders led to proactive facilitation, enhancing correction (Experiment 2). This effect occurred regardless of the delay before correction (Experiment 3), suggesting that the effects of partial reminders depend on the number of prior fake news exposures. In all experiments, memory and perceived accuracy were better when fake news and corrections were recollected, implicating a critical role for integrative encoding. Overall, we show that when memories of fake news are weak or less accessible, partial reminders are more effective for correction; when memories of fake news are stronger or more accessible, complete reminders are preferable.

Softly empowering a prosocial expert in the family: lasting effects of a counter-misinformation intervention in an informational autocracy.

The present work is the first to comprehensively analyze the gravity of the misinformation problem in Hungary, where misinformation appears regularly in the pro-governmental, populist, and socially conservative mainstream media. In line with international data, using a Hungarian representative sample (Study 1, N = 991), we found that voters of the reigning populist, conservative party could hardly distinguish fake from real news. In Study 2, we demonstrated that a prosocial intervention of ~ 10 min (N = 801) helped young adult participants discern misinformation four weeks later compared to the control group without implementing any boosters. This effect was the most salient regarding pro-governmental conservative fake news content, leaving real news evaluations intact. Although the hypotheses of the present work were not preregistered, it appears that prosocial misinformation interventions might be promising attempts to counter misinformation in an informational autocracy in which the media is highly centralized. Despite using social motivations, it does not mean that long-term cognitive changes cannot occur. Future studies might explore exactly how these interventions can have an impact on the long-term cognitive processing of news content as well as their underlying neural structures.

Who won?

This poem describes the ugly face of misinformation and lies-spewing bile as COVID shook us and humanity came undone. Vaccines were rejected and lockdowns were broken. We barely withstood. Who won? No one. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

An EEG Dataset of Neural Signatures in a Competitive Two-Player Game Encouraging Deceptive Behavior.

Studying deception is vital for understanding decision-making and social dynamics. Recent EEG research has deepened insights into the brain mechanisms behind deception. Standard methods in this field often rely on memory, are vulnerable to countermeasures, yield false positives, and lack real-world relevance. Here, we present a comprehensive dataset from an EEG-monitored competitive, two-player card game designed to elicit authentic deception behavior. Our extensive dataset contains EEG data from 12 pairs (N = 24 participants with role switching), controlled for age, gender, and risk-taking, with detailed labels and annotations. The dataset combines standard event-related potential and microstate analyses with state-of-the-art decoding approaches of four scenarios: spontaneous/instructed truth-telling and lying. This demonstrates game-based methods' efficacy in studying deception and sets a benchmark for future research. Overall, our dataset represents a unique resource with applications in cognitive neuroscience and related fields for studying deception, competitive behavior, decision-making, inter-brain synchrony, and benchmarking of decoding frameworks in a difficult, high-level cognitive task.

When liars are considered honest.

This article introduces a theoretical model of truth and honesty from a psychological perspective. We examine its application in political discourse and discuss empirical findings distinguishing between conceptions of honesty and their influence on public perception, misinformation dissemination, and the integrity of democracy.

False Health Claims Abound, but Physicians Are Still the Most Trusted Source for Health Information.

This Medical News article discusses a KFF poll about the public's exposure to and beliefs about inaccurate health information, as well as media use and trust in sources.

Committed (dis)honesty: A systematic meta-analytic review of the divergent effects of social commitment to individuals or honesty oaths on dishonest behavior.

People feel committed to other individuals, groups, organizations, or moral norms in many contexts of everyday life. Such social commitment can lead to positive outcomes, such as increased job satisfaction or relationship longevity; yet, there can also be detrimental effects to feeling committed. Recent high-profile cases of fraud or corruption in companies like Enron or Volkswagen are likely influenced by strong commitment to the organization or coworkers. Although social commitment might increase dishonest behavior, there is little systematic knowledge about when and how this may occur. In the present project, we reviewed 20,988 articles, focusing on studies that experimentally manipulated social commitment and measured dishonest behavior. We retained 445 effect sizes from 121 articles featuring a total of 91,683 participants across 33 countries. We found no evidence that social commitment increases or reduces dishonest behavior in general. Nonetheless, we did find evidence that the effect strongly depends on the target of the commitment. Feeling committed to other individuals or groups reduces honest behavior (g = -0.17 [-0.24, -0.11]), whereas feeling committed to honesty norms through honesty oaths or pledges increases honest behavior (g = 0.27 [0.19, 0.36]). The analysis identified several moderating variables and detected some degree of publication bias across effects. Our findings highlight the diverging effects of different forms of social commitment on dishonest behavior and suggest a combination of the different forms of commitment could be a possible means to combat corruption and dishonest behavior in the organizational context. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Participant Fraud in Virtual Qualitative Substance Use Research: Recommendations and Considerations for Detection and Prevention Based on a Case Study.

Background: The COVID-19 pandemic has accelerated and amplified the use of virtual research methods. While online research has several advantages, it also provides greater opportunity for individuals to misrepresent their identities to fraudulently participate in research for financial gain. Participant deception and fraud have become a growing concern for virtual research. Reports of deception and preventative strategies have been discussed within online quantitative research, particularly survey studies. Though, there is a dearth of literature surrounding these issues pertaining to qualitative studies, particularly within substance use research. Results: In this commentary, we detail an unforeseen case study of several individuals who appeared to deliberately misrepresent their identities and information during participation in a virtual synchronous qualitative substance use study. Through our experiences, we offer strategies to detect and prevent participant deception and fraud, as well as challenges to consider when implementing these approaches. Conclusions: Without general awareness and protective measures, the integrity of virtual research methods remains vulnerable to inaccuracy. As online research continues to expand, it is essential to proactively design innovative solutions to safeguard future studies against increasingly sophisticated deception and fraud.

Academic cheating in early childhood: Role of age, gender, personality, and self-efficacy.

The current study investigated the association of children's age, gender, ethnicity, Big Five personality traits, and self-efficacy with their academic cheating behaviors. Academic cheating is a rampant problem that has been documented in adolescents and adults for nearly a century, but our understanding of the early development and factors influencing academic cheating is still weak. Using Zoom, the current study recruited children aged 4 to 12 years (N = 388), measured their cheating behaviors through six tasks simulating academic testing scenarios, and assessed their Big Five personality traits and self-efficacy through a modified Berkeley Puppet Interview paradigm, as well as age and gender. We found that children cheated significantly less with increased age and that boys cheated significantly more than girls. However, neither Big Five personality traits nor self-efficacy were significantly correlated with children's cheating. These findings suggest that academic cheating is a developing issue from early to middle childhood and that factors such as gender socialization may play a role in such development. Personal characteristics such as personality traits and self-efficacy may undergo additional development before their associations with cheating become robust, as reported in the adult literature.

Elementary school-aged children's perceptions of academic dishonesty: Definitions and moral evaluations of cheating behaviors in school.

A total of 76 children (Mage = 9 years 5 months, SD = 2.22 years) participated in a structured interview about their experiences with and knowledge of academic dishonesty. Overall, 27% of the sample reported having cheated in school. Most of these children were 10 to 13 years old, and the most prevalent form of cheating behavior reported was using forbidden materials during a test. Children's age group was a significant positive predictor of their reported cheating history; however, no significant difference was found between children's gender and engagement with cheating. Children's moral evaluations of cheating did not predict their reported cheating history, nor did children's parents' cheating history. Vignette type (cheating vs. non-cheating), age group, and the interaction between vignette type and age group were significant predictors of children's ability to accurately identify behaviors that constitute cheating. Children rated cheating behaviors as significantly less moral than non-cheating behaviors. Overall, the current results provide insight into what forms of cheating behavior children engage in at the elementary school-age level.

Don't be a rat: An investigation of the taboo against reporting other students for cheating.

This research examines barriers to reporting academic dishonesty in early adulthood (Study 1; N = 92) and adolescence (Study 2; N = 137). Participants were asked to describe a recent time they observed a peer cheating and to reflect on their decision about whether to report the cheating. They also responded to hypothetical scenarios about observing typical cheating actions, and the presence of social motives (e.g., whether people who report tend to gain reputations for being snitches) was manipulated in each scenario. Even though participants judged reporting to be the morally right thing to do, doing so was rare and approval for it was low, especially in adolescence. Participants also tended to say they would rather be friends with people who do not report cheaters than with those who do. Participants reasoned about a variety of social concerns to support their judgments about reporting (e.g., concern about their relationship with the cheater, concerns for others' welfare), and the manipulated social motives in the hypothetical scenarios significantly influenced judgments about reporting. These findings inform our understanding of the social dynamics that contribute to decisions about policing academic honesty.

Warning before misinformation exposure modulates memory encoding.

Exposure to misleading information after witnessing an event can impair future memory reports about the event. This pervasive form of memory distortion, termed the misinformation effect, can be significantly reduced if individuals are warned about the reliability of post-event information before exposure to misleading information. The present fMRI study investigated whether such prewarnings improve subsequent memory accuracy by influencing encoding-related neural activity during exposure to misinformation. We employed a repeated retrieval misinformation paradigm in which participants watched a crime video (Witnessed Event), completed an initial test of memory, listened to a post-event auditory narrative that contained consistent, neutral, and misleading details (Post-Event Information), and then completed a final test of memory. At the behavioral level, participants who were given a prewarning before the Post-Event Information were less susceptible to misinformation on the final memory test compared with participants who were not given a warning (Karanian et al., Proceedings of the National Academy of Sciences of the United States of America, 117, 22771-22779, 2020). This protection from misinformation was accompanied by greater activity in frontal regions associated with source encoding (lateral PFC) and conflict detection (ACC) during misleading trials as well as a more global reduction in activity in auditory cortex and semantic processing regions (left inferior frontal gyrus) across all trials (consistent, neutral, misleading) of the Post-Event Information narrative. Importantly, the strength of these warning-related activity modulations was associated with better protection from misinformation on the final memory test (improved memory accuracy on misleading trials). Together, these results suggest that warnings modulate encoding-related neural activity during exposure to misinformation to improve memory accuracy.

Academic dishonesty in university nursing students: A scoping review.

OBJECTIVE: This review seeks to deepen our understanding of the factors contributing to nursing students' academic dishonesty and the repercussions of such behaviours on their learning in both classroom and clinical settings, and on the integrity of the nursing profession. DESIGN AND METHODS: It was a scoping review in which a five-stage methodological framework informed its process. Six databases were searched for relevant original studies. Other search methods were also conducted using Google Scholar, Trove, and ProQuest Dissertations for theses pertinent to the topic. An inductive descriptive approach was used to analyse and synthesise data. RESULTS: Twenty-seven studies and nine doctoral theses were selected and included in the scoping review. Of these, 25 studies used a quantitative approach, nine studies a qualitative one, and two studies used mixed methods. Three categorical factors, intrapersonal, interpersonal, and external, contributed to nursing students' academic dishonesty. CONCLUSION: Academic dishonesty in nursing students is concerning. Noted factors contributing to academic dishonesty include stress and pressure experienced by students, the prevalence of peer cheating, and lack of knowledge. Most alarming is the significant correlation between academic dishonesty and clinical dishonesty. The evidence suggests that students who engage in dishonest behaviour in academic settings may be more likely to engage in dishonest behaviour in clinical settings. This raises serious concerns about integrity, ethics, patient safety and the reputation of nursing students, universities, healthcare providers and health professionals.

Can Media Literacy Intervention Improve Fake News Credibility Assessment? A Meta-Analysis.

Fake news impacts individuals' behavior and decision-making while also disrupting political processes, perceptions of medical advice, and societal trends. Improving individuals' ability to accurately assess fake news can reduce its harmful effects. However, previous research on media literacy interventions designed for improving fake news credibility assessments has yielded inconsistent results. We systematically collected 33 independent studies and performed a meta-analysis to examine the effects of media literacy interventions on assessing fake news credibility (n = 36,256). The results showed that media literacy interventions significantly improved fake news credibility assessments (Hedges' g = 0.53, 95% confidence interval [0.29-0.78], p < 0.001). Gaming interventions were the most effective intervention form. Conversely, the intervention channel, outcome measurement, and subject characteristics (age, gender, and country development level) did not influence the intervention effects.

Perceptions of Cheating Among Students of Health Professions.

For many decades, academic cheating has been prevalent across many institutions and majors. This problem has been exacerbated by new technology that has increased opportunities for students to access and use information dishonestly. There is fear amongst faculty that dishonesty in the academic world could negatively impact professionals in their future careers. The greater prevalence of cheating may be related to students misunderstanding what constitutes cheating. To better understand students' perceptions of cheating, a group of faculty surveyed students across 11 academic programs at a college of health professions using a slightly modified version of a validated tool via an online platform. Data about cheating perceptions were collected from more than 400 students. Although most respondents agreed that cheating is wrong, some were open to explanations of innocence related to possible cheating scenarios. Also, most respondents did not agree that a person who cheats is an unethical person. These findings suggest that students believe cheating can occur unintentionally. Although the findings support that more education about academic dishonesty would be valuable, this study can inform efforts to develop more targeted education and interventions to reduce cheating behaviors.