Bibliography: Misinformation (page 13 of 30)

This annotated bibliography is compiled and customized for the Alternative Facts website.  Some of the authors featured on this page include John Jay Frank, W. Schneider, A. Bright-Paul, Carl B. Smith, Nick Eastmond, Olivia Lester, C.M. Roebers, Paul S. Piper, Elizabeth Mika, and Kim E. Dooley.

Murphrey, Theresa Pesl; Dooley, Kim E. (2000). Perceived Strengths, Weaknesses, Opportunities, and Threats Impacting the Diffusion of Distance Education Technologies in a College of Agriculture and Life Sciences, Journal of Agricultural Education. Interviews with administrators, faculty, and support staff (n=42) in a university agriculture department revealed that they recognized distance technology as a means of reaching new audiences; policies and procedures must expand to address technology issues; competition, external dependence, and Internet misinformation were threats. Recommendations to diffuse distance education technology included administrator support, training, and incentives. Descriptors: Agricultural Education, Diffusion (Communication), Distance Education, Environmental Scanning

Lowenthal, Debbie (2000). Investigating Environmental Health Issues, Clearing. Discusses environmental hazards, the problems of misinformation and contradictory information, and the problems for children in sorting out fact from hearsay. Includes tips for protecting children from environmental hazards and describes a program at the University of Washington that develops curriculum materials and other teacher resources. Descriptors: Elementary Secondary Education, Environmental Education, Environmental Influences, Hazardous Materials

Mika, Elizabeth (2006). Giftedness, ADHD, and Overexcitabilities: The Possibilities of Misinformation, Roeper Review. This article is a response to a study "Gifted or ADHD? The Possibilities of Misdiagnosis," by D. Niall Hartnett, Jason Nelson, and Anne Rinn. A critique of the authors' claim about misdiagnosis of gifted children with ADHD, as well as their experiment and conclusions, is presented. The paper disputes an idea, prevalent in the gifted education field, that gifted children are misdiagnosed with ADHD, and points out that there is no reliable evidence of such a trend. The concept of overexcitability in its original meaning and clinical manifestations, as described by Kazimierz Dabrowski, provides a different perspective on ADHD and giftedness than that given by Hartnett et al., and common in the gifted field.   [More]  Descriptors: Misconceptions, Criticism, Gifted, Attention Deficit Hyperactivity Disorder

Roebers, C.M.; Schneider, W. (2005). Individual Differences in Young Children's Suggestibility: Relations to Event Memory, Language Abilities, Working Memory, and Executive Functioning, Cognitive Development. In this paper, two empirical studies are presented in which an attempt was made to explain individual differences in two different aspects of 4-year-olds' suggestibility, that is, their ability to resist false suggestions and memory impairments due to prior misinformation. As sources of individual differences cognitive skills along the information processing pathways were chosen: executive functioning (Study 1) and working memory (Study 2). Additionally, memory for the observed event and language proficiency were included in the studies. The results revealed that overall individual differences in language skills made a significant and consistent contribution to individual differences in the included measures of children's susceptibility to suggestions. Executive function and working memory skills were not directly related to children's tendency to yield false suggestions and their memory impairments in a recognition test after being misled. However, both executive function and working memory were related to children's language proficiency pointing to a possible indirect effect and underlining the importance of language competencies in early childhood.   [More]  Descriptors: Language Skills, Young Children, Language Proficiency, Information Processing

Piper, Paul S. (2000). Better Read That Again: Web Hoaxes and Misinformation, Searcher. Discussion of misinformation on the Internet focuses on counterfeit Web sites that are malicious in nature, as opposed to parody or spoof sites. Highlights include subject-specific information, including science and health information and business information; the need for Web literacy; and sites that are dedicated to tracking hoaxes. Descriptors: Information Literacy, Information Skills, Internet, Scientific and Technical Information

Smith, Carl B., Ed. (2003). Teaching English as a Second Language. ERIC Topical Bibliography and Commentary. Although there is a substantial research knowledge base in the field of teaching English as a Second Language (ESL), this topical bibliography and commentary suggests that much misinformation still persists. The articles that form the basis for this topical bibliography and commentary agree on the approach that is most effective for ESL acquisition: child relevant materials and conversation that focus on content and concepts. Another important aspect is peer collaboration and the fostering of an environment in which real conversation can take place. The articles summarized in this topical bibliography and commentary also agree that student language acquisition is a social and cultural as well as a cognitive process. Conversation is more than vocabulary and grammar; it involves learning the social and cultural aspects of communication. Contains 14 references and annotated links to 2 Internet resources.   [More]  Descriptors: Childrens Literature, Cooperation, Cultural Influences, Elementary Secondary Education

Asquith, Jo Ann L.; Bristow, Dennis N. (2000). To Catch a Thief: A Pedagogical Study of Retail Shoplifting, Journal of Education for Business. Marketing students (n=141) completed a pretest describing retail customers most likely to shoplift and viewed videotaped scenarios in which security personnel suspected shoplifting based on ethnic characteristics. A significant gap was apparent between participants' predispositions and actual shoplifting statistics. The videos raised awareness of misinformation and ethnic bias. Descriptors: Business Education, Ethnic Bias, Ethnicity, Higher Education

Cheek, Freddie (2003). Coaching the Job Seeker with Special Needs. Career counselors and job search coaches must be prepared to assist disabled clients as this sector of the labor market increases. As the work force ages, there are greater numbers of workers dealing with disabilities and serious health problems. Sadly, individuals with disabilities often approach the job search process with misconceptions, misinformation, limited expectations, and fear of failure. Counselors must give these applicants the skills and confidence they need to be marketable candidates that employers will want to hire. This paper provides insight into the problem and offers techniques for helping clients increase their self-confidence, improve their job search skills, and prepare for job interviews. The author addresses the emotional barriers that many disabled job seekers place in their own path and gives practical advice on how to remove these road blocks. This information can be used with the most-needy clients to help them attain appropriate and satisfying employment.   [More]  Descriptors: Career Counseling, Client Characteristics (Human Services), Counseling Techniques, Disabilities

Bright-Paul, A.; Jarrold, C.; Wright, D.B. (2005). Age-Appropriate Cues Facilitate Source-Monitoring and Reduce Suggestibility in 3- To 7-Year-Olds, Cognitive Development. Providing cues to facilitate the recovery of source information can reduce postevent misinformation effects in adults, implying that errors in source-monitoring contribute to suggestibility (e.g., [Lindsay, D. S., & Johnson, M. K. (1989). The eyewitness suggestibility effect and memory for source. Memory & Cognition, 17, 349-358]). The present study investigated whether source-monitoring plays a similar role in children's suggestibility. It also examined whether the accuracy of source judgements is dependent on the type of source task employed at test. After watching a film and listening to a misleading narrative, 3-4- and 6-7-year-olds (n = 116) were encouraged to attend to source memory at retrieval. This was achieved either via sequential "question pairs", which are typically used in children's source-monitoring research, or via a novel "posting-box" procedure, in which all source options were provided simultaneously. Performance elicited by each type of source task was compared with that evoked by old/new recognition procedures. Posting-box, but not question pair, source cues were effective at reducing the magnitude of the suggestibility effect, relative to that observed under recognition conditions. Furthermore, source question pairs provoked a bias to respond affirmatively for 3-4-year-olds. The findings imply that children's suggestibility may be partially explained by sub-optimal use of intact source information, which may be activated by age-appropriate strategies at retrieval.   [More]  Descriptors: Memory, Cues, Children

Pickett, A. Dean; Thomas, Christopher (2005). 21st Century Intrusions into Learning. A Legal Memorandum: Quarterly Law Topics for School Leaders, Summer 2005, National Association of Secondary School Principals (NASSP). Thirty to forty years ago educators had at most the challenge of tape recorders and players and transistor radios to confront as electronic distractions in the classroom. Then pagers were introduced and became associated with drug trafficking and gang activity. Not long after, the first cellular phones were introduced and, when they became portable, began to appear on students' belts and in their purses and backpacks. Today, new technology appears constantly and at increasingly affordable prices. Handheld scanning devices are available to transmit text, including exams. Cameras, by themselves and built into cell phones, can photograph and transmit images of papers and people, with or without their knowledge. In reaction to the proliferation of electronic communication devices (ECDs) in schools, in the 1980's various state legislatures and school boards enacted laws and policies to ban or limit the possession and use of these devices. On the other hand, recent incidents of school violence have prompted an outcry in favor of allowing students to carry cell phones. Parents insist that their children be able to communicate with them during emergencies at school, setting the stage for the rapid spread of misinformation about a situation at school. Used strategically, electronic communications devices can help teachers and administrators distribute information and ensure that students with IEPs (Individualized Education Programs) can attend general education classes. A sound policy that is communicated clearly to teachers, students, and parents can help schools take advantage of the benefits that ECDs offer.   [More]  Descriptors: Influence of Technology, Mass Media Effects, Mass Media Use, Information Policy

Bade, David (2002). The Creation and Persistence of Misinformation in Shared Library Catalogs: Language and Subject Knowledge in a Technological Era. Occasional Papers. "Occasional Papers" deal with varied aspects of librarianship and consist of papers that generally are too long or too detailed for publication in a periodical, or are of specialized or contemporary interest. This latest volume in the series is a detailed look at the causes of and cures for the two fundamental types of misinformation found in bibliographic and authority records in library catalogs: that arising from linguistic errors, and that caused by errors in subject analysis, including missing or wrong subject headings. Bibliographic and authority records with such misinformation enter shared databases in several ways; all are originally the work of human agents. The author, a cataloger at the University of Chicago's Joseph Regenstein Library, makes the case for getting it right the first time through strict self-review and cooperation among catalogers. Not simply an indictment of current cataloging practices, this paper raises awareness of how the mistakes happen in the first place and suggests specific preventions, making it required reading for beginning and experienced catalogers alike. (Contains 33 references.) Descriptors: Academic Libraries, Bibliographic Records, Cataloging, Classification

Eastmond, Nick; Lester, Olivia (2001). Exploring Important Issues through Keypal Connections: South Africa and the USA, TechTrends. Focuses on a class at Utah State University on race and communication issues in the United States and the New South Africa, which included an "email pen pal" correspondence. Highlights include: setting the stage; analysis and results; race and communication issues; economic and social conditions in South Africa; white privilege; pride in culture; taboo topics; the unexpected crisis; and misinformation. Descriptors: Communication (Thought Transfer), Computer Mediated Communication, Cultural Influences, Electronic Mail

Frank, John Jay (2000). Requests by Persons with Visual Impairment for Large-Print Accommodations, Journal of Visual Impairment & Blindness. A study investigated the experiences of 14 people with visual impairments in attempting to exercise their civil rights to equal access to print. Results found they experienced long waits for large-print accommodations, negative reactions to requests, a lack of quality in the materials, and misinformation about accommodations. (Contains 13 references.) Descriptors: Academic Accommodations (Disabilities), Accessibility (for Disabled), Adults, Attitudes toward Disabilities

Slavin, Robert E.; Madden, Nancy A. (2000). Research on Achievement Outcomes of Success for All: A Summary and Response to Critics, Phi Delta Kappan. Success for All, evaluated highly in several cities, has received unfair criticism. Opposing the process for developing, evaluating, and disseminating effective programs to high-poverty schools (particularly highlighting flaws in a tiny subset of studies) merely sows doubt and misinformation about a most promising reform development. (Contains 44 references.) Descriptors: Disadvantaged Schools, Elementary Education, Misconceptions, Program Effectiveness

Moomaw, Sally; Jones, Guy W. (2005). Native Curriculum in Early Childhood Classrooms, Childhood Education. Several years ago, an interaction occurred in a classroom at the Arlitt Child and Family Research and Education Center, University of Cincinnati. It startled the teacher into an awareness of the fears, stereotypes, misconceptions, and biases that young children continue to harbor about American Indian people, a half century after her own generation, reared on a steady diet of "cowboy and Indian" television and play, espoused the same views. One does not need to look far to understand why children continue to misconstrue the cultures of Native people. They are surrounded by stereotypes in sports and the media. In addition, thanks to cable television, children can now view the entire genre of cowboy and Indian movies and cartoons from the past 50 years. While one can argue that educators cannot control influences from the larger society, it is a sad fact that many of the misconceptions children learn about Native American people and cultures come from the school environment itself. This article describes school practices that contribute to the misinformation about Native Americans. Ideas for teachers, examples of appropriate curriculum, and some selected quality literature books that portray positive images of Native people and provide accurate information about the culture are also included in this article.   [More]  Descriptors: Misconceptions, Educational Environment, Young Children, Mass Media

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