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JOHN CABOT UNIVERSITY

COURSE CODE: "PS 105"
COURSE NAME: "The Psychology of Misinformation and Irrational Belief"
SEMESTER & YEAR: Fall 2024
SYLLABUS

INSTRUCTOR: Carola Salvi
EMAIL: [email protected]
 HOURS: MW 6:00 PM 7:15 PM
TOTAL NO. OF CONTACT HOURS: 45
CREDITS: 3
PREREQUISITES:
OFFICE HOURS:
COURSE DESCRIPTION:
The course explores the psychological processes behind the proliferation and spread of misinformation and irrational belief (e.g., fake news, conspiracy theories) as well as their impact on individuals and society. Through a review of psychological theories and research, as well as the analyses of real-world cases, students will gain a deeper understanding of how cognitive and social factors contribute to susceptibility and acceptance of false information and pseudoscientific claims, as well as the tools to critically engage with and assess such claims, cultivating scientific skepticism.
SUMMARY OF COURSE CONTENT:
The course involves a combination of lectures and practice. The lectures will examine the cognitive and social underpinnings of irrational beliefs, such as the role of cognitive biases (e.g., confirmation bias) in belief formation, the social psychological processes (e.g., groupthink) contributing to accepting and spreading misinformation, individual differences in susceptibility to conspiracy beliefs, fake news and pseudoscientific claims, as well as the social and political consequences of holding and spreading irrational beliefs. The practical exercises will focus on intervention strategies (e.g., analytical thinking, nudging) to combat irrational beliefs. Through the analysis of real-world cases and examples (e.g., no-vax movement) students will learn how to recognize and debunk false claims, as well as how to engage with individuals who may believe them.
LEARNING OUTCOMES:
1. Identify the characteristics and mechanisms of fake news, conspiracy theories, and pseudoscience across various media platforms, including social media, traditional news outlets, and online forums.
2. Analyze the psychological, social, and cultural factors that contribute to the spread and acceptance of fake news, conspiracy theories, and pseudoscientific beliefs.
3. Evaluate the impact of misinformation on individuals, communities, and society at large, including its effects on public opinion, political discourse, and decision-making processes.
 
TEXTBOOK:
Book TitleAuthorPublisherISBN numberLibrary Call NumberCommentsFormatLocal BookstoreOnline Purchase
Thinking fast and thinking slowKahneman, D. Penguin Books Ltd9780141033570     
Calling bullshit: the art of skepticism in a data-driven world. Bergstrom, C. T., & West, J. D. 1. (2020). New York, Random House9780525509202     
REQUIRED RESERVED READING:
Book TitleAuthorPublisherISBN numberLibrary Call NumberComments
Pseudoscience: The conspiracy against science. Kaufman, A. B., & Kaufman, J. C. (Eds.). (2018).Mit Press.9780262344814  

RECOMMENDED RESERVED READING:
NONE
GRADING POLICY
-ASSESSMENT METHODS:
AssignmentGuidelinesWeight
ExamsThere will be 2 midterms and a final. The midterms will cover material from the first and second parts of the course, whereas the final will be cumulative. The exams will review the assigned textbook readings, lectures, and additional material covered in class. They will include a variety of questions (e.g., multiple choice, short answers, essay). 60%
PracticeAssessment of critical thinking skills and fake news debunking: Across the course, there will be several practical exercises, such as spotting fake news articles, creating MEMEs, finding bot and fake social media profiles, and creating fake news articles, etc. As a final presentation, students will be asked to develop a fake news or a conspiracy theory and test its credibility. In this work, students will apply the knowledge learned in class and will be asked to do a critical application of media content. 40% =(20% practical exercises + 20% for the project)30%
   
Active Lecture ParticipationA central part of this course is in-person discussion, during which students will have an opportunity to clarify, expand upon, apply, and challenge what they have read in the assigned texts. Class time will be divided into lectures, discussions, and other structured activities. 10%
   

-ASSESSMENT CRITERIA:
AWork of this quality directly addresses the question or problem raised and provides a coherent argument displaying an extensive knowledge of relevant information or content. This type of work demonstrates the ability to critically evaluate concepts and theory and has an element of novelty and originality. There is clear evidence of a significant amount of reading beyond that required for the course.
BThis is highly competent level of performance and directly addresses the question or problem raised.There is a demonstration of some ability to critically evaluatetheory and concepts and relate them to practice. Discussions reflect the student’s own arguments and are not simply a repetition of standard lecture andreference material. The work does not suffer from any major errors or omissions and provides evidence of reading beyond the required assignments.
CThis is an acceptable level of performance and provides answers that are clear but limited, reflecting the information offered in the lectures and reference readings.
DThis level of performances demonstrates that the student lacks a coherent grasp of the material.Important information is omitted and irrelevant points included.In effect, the student has barely done enough to persuade the instructor that s/he should not fail.
FThis work fails to show any knowledge or understanding of the issues raised in the question. Most of the material in the answer is irrelevant.
-ATTENDANCE REQUIREMENTS:
The course explores the psychological processes behind the proliferation and spread of misinformation and irrational belief (e.g., fake news, conspiracy theories) as well as their impact on individuals and society. Through a review of psychological theories and research, as well as the analyses of real-world cases, students will gain a deeper understanding of how cognitive and social factors contribute to susceptibility and acceptance of false information and pseudoscientific claims, as well as the tools to critically engage with and assess such claims, cultivating scientific skepticism.
ACADEMIC HONESTY
As stated in the university catalog, any student who commits an act of academic dishonesty will receive a failing grade on the work in which the dishonesty occurred. In addition, acts of academic dishonesty, irrespective of the weight of the assignment, may result in the student receiving a failing grade in the course. Instances of academic dishonesty will be reported to the Dean of Academic Affairs. A student who is reported twice for academic dishonesty is subject to summary dismissal from the University. In such a case, the Academic Council will then make a recommendation to the President, who will make the final decision.
STUDENTS WITH LEARNING OR OTHER DISABILITIES
John Cabot University does not discriminate on the basis of disability or handicap. Students with approved accommodations must inform their professors at the beginning of the term. Please see the website for the complete policy.
SCHEDULE
SessionSession FocusReading AssignmentOther AssignmentMeeting Place/Exam Dates
Week 1 Introduction: Are Humans Rational Thinkers? -What does it mean to be rational? History of thinking and reasoning -Homo Economicus or Homo Agens? Reading: Kahneman, D. (2012), Thinking fast and thinking slow. Introduction.  
Week 2Cognitive Biases and Reasoning Fallacies - The dual model of Reasoning and Confirmation Bias (analysis of Wason’s 2-4-6 problem) - Cognitive biases and their role in belief formation Reading: Kahneman, D. (2012), Thinking fast and thinking slow. Chapters: Part 1-1: Two Systems of Thinking Part 1-4: How We Make Judgments Part 1-5: Biases of System 1 Part 2: Heuristics and Biases | 1: Statistical Mistakes   
Week 3Cognitive Biases Applied to Information and Beliefs - Emotional Reasoning and Confirmation Bias - The Dunning-Kruger effect and overclaiming Reading: Kahneman, D. (2012), Thinking fast and thinking slow. Chapters: Part 2-5: Overcoming the Heuristics Part 3: Overconfidence | 1: Flaws In Our Understanding Part 3-2: Formulas Beat Intuitions Part 3-3: The Objective View   
Week 4Social-psychological processes and belief formation - Motivation/selective exposure - Group polarization, groupthink, echo chambers - Social identity Kaufman, A. B., & Kaufman, J. C. (Eds.). (2018). Pseudoscience: The conspiracy against science. Mit Press. 1.Pseudoscience and the Pursuit of Truth.   
Week 5Individual differences - Cognitive rigidity and functional fixedness when reasoning on social content - Intellectual humility - Reality check! apophenia, personality traits, mood disorders and personality disorders Kaufman, A. B., & Kaufman, J. C. (Eds.). (2018). Pseudoscience: The conspiracy against science. Mit Press. 2.The Psychology of (Pseudo)Science: Cognitive, Social, and Cultural Factors.   
Week 6Review and midterm 1   
Week 7Psychology of fake news - What is fake news? - Types of misinformation: Misinformation vs. Disinformation - Techniques of deception: Clickbait, sensationalism, deep fakes and content manipulation in the media Bergstrom, C. T., & West, J. D. 1. (2020). Calling bullshit: the art of skepticism in a data-driven world. First edition. New York, Random House. Chapters 1, 2 and 3.  
Week 8Psychology of Conspiracy theories - What are conspiracy theories? - Why do people adopt conspiracy beliefs? Van Prooijen, J. W. (2020). COVID-19, conspiracy theories, and 5G networks. Psychology Today.   
Week 9Pseudo- profound and pseudoscientific claims - Pseudosciences and the illusion of causality - Astrology, hypnosis, homeopathy, and the anti-vax movement - Bullshit and overclaiming Kaufman, A. B., & Kaufman, J. C. (Eds.). (2018). Pseudoscience: The conspiracy against science. Mit Press. 3. The Illusion of Causality: A Cognitive Bias Underlying Pseudoscience. 17. Reflections on Pseudoscience and Parapsychology: From Here to There and (Slightly) Back Again.   
Week 10Social and Political Implications - The role of fake news in elections and politics - Social media and the spread of misinformation - Polarized political perspectives, religious fundamentalism and cognitive rigidity - Impact of conspiracy beliefs and pseudoscientific beliefs Van Prooijen, J. W. (2018). The psychology of QAnon: Why do seemingly sane people believe bizarre conspiracy theories?. NBC News, 2018(August 13).  
Week 11Review and Midterm 2   
Week 12Fact-Checking and Verification - Fact-checking techniques and tools - Evaluating sources and credibility (including online sources) - Responsible sharing and dissemination of information In class practice  
Week 13Debunking misinformation and pseudoscientific claims - Debunking techniques (e.g., inoculation, analytical thinking, nudging) and potential problems - How to have constructive conversations with people who think differently from us Bergstrom, C. T., & West, J. D. 1. (2020). Calling bullshit: the art of skepticism in a data-driven world. First edition. New York, Random House. Chapters 7,8 and 10  
Week 14Final projects and practice. Final projects and practice. Students will present their final projects, which may include critical analyses of news articles, fact-checking reports, or proposals for combating the diffusion of fake news and weird beliefs    
Week 15Final Exam