Erratum to: Improving vocational students’ consideration of source information when deciding about science controversies

We present an empirical investigation of a classroom training fostering vocational students’ consideration of source information when deciding about science-based controversies. The training was specifically aimed at raising students’ awareness of the division of cognitive labor and the resulting ne...

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Bibliographic Details
Published in:Reading & writing 2016-10, Vol.29 (8), p.1699-1699
Main Authors: Stadtler, Marc, Scharrer, Lisa, Macedo-Rouet, Monica, Rouet, Jean-François, Bromme, Rainer
Format: Article
Language:English
Subjects:
Cognitive science
Education
Erratum
Language and Literature
Linguistics
Literacy
Neurology
Psycholinguistics
Psychology
Reading Processes
Resistance (Psychology)
Social Sciences
Vocational Education
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Summary:We present an empirical investigation of a classroom training fostering vocational students’ consideration of source information when deciding about science-based controversies. The training was specifically aimed at raising students’ awareness of the division of cognitive labor and the resulting need to take a source’s competence into account when deciding whom to trust. Data were collected from a training group and a waiting list control group in a pretest–posttest design. The results show that students benefitted from the training in terms of their inclination to agree with pertinent expert sources rather than low-pertinent experts and to refer to the source of information to justify their judgment. Source memory was not affected by the training.
ISSN:0922-4777
1573-0905
DOI:10.1007/s11145-016-9679-z