Unfounded beliefs among teachers: The interactive role of rationality priming and cognitive ability

dc.authoridCaroti, Denis/0000-0002-5627-3425|Adam-troian, Jais/0000-0003-2285-4114
dc.authorwosidCaroti, Denis/IUM-8125-2023
dc.authorwosidAdam-troian, Jais/ABC-7882-2020
dc.contributor.authorAdam-Troian, Jais
dc.contributor.authorCaroti, Denis
dc.contributor.authorArciszewski, Thomas
dc.contributor.authorStahl, Tomas
dc.date.accessioned2024-07-18T20:40:01Z
dc.date.available2024-07-18T20:40:01Z
dc.date.issued2019
dc.departmentİstanbul Bilgi Üniversitesien_US
dc.description.abstractPrevious research suggests that unfounded beliefs (UB)-such as conspiracist beliefs and beliefs in the supernatural-stem from similar cognitive and motivational mechanisms. More specifically, it has been demonstrated that cognitive ability is negatively associated with UB but only among individuals who value epistemic rationality. The present study goes beyond previous correlational studies by examining whether the negative association between cognitive ability and UB can be strengthened through a subtle rationality prime. In a large scale online experiment (N = 762 French teachers), we demonstrate that priming rationality (vs. control) does enhance the negative relationship between cognitive ability and adherence to supernatural beliefs, as well as conspiracy mentality (d = 0.2). This effect was not obtained for illusory pattern perception. This study's usefulness as a proof of concept for future interventions aimed at reducing UB prevalence among the general public is discussed.en_US
dc.identifier.doi10.1002/acp.3547
dc.identifier.endpage727en_US
dc.identifier.issn0888-4080
dc.identifier.issn1099-0720
dc.identifier.issue4en_US
dc.identifier.scopus2-s2.0-85064481428en_US
dc.identifier.scopusqualityQ1en_US
dc.identifier.startpage720en_US
dc.identifier.urihttps://doi.org/10.1002/acp.3547
dc.identifier.urihttps://hdl.handle.net/11411/6926
dc.identifier.volume33en_US
dc.identifier.wosWOS:000475404200027en_US
dc.identifier.wosqualityQ3en_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.language.isoenen_US
dc.publisherWileyen_US
dc.relation.ispartofApplied Cognitive Psychologyen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectCognitive Abilityen_US
dc.subjectConspiracy Mentalityen_US
dc.subjectEpistemic Rationalityen_US
dc.subjectPattern Perceptionen_US
dc.subjectSupernatural Beliefsen_US
dc.subjectParanormal Beliefen_US
dc.subjectSelf-Categorizationen_US
dc.subjectSocial Identityen_US
dc.subjectConspiracyen_US
dc.subjectThinkingen_US
dc.subjectIdeationen_US
dc.subjectPoweren_US
dc.titleUnfounded beliefs among teachers: The interactive role of rationality priming and cognitive abilityen_US
dc.typeArticleen_US

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