• This paper is relevant to understanding

  • cumulative cultural evolution
    • https://jonudell.info/h/facet/?user=stopresetgo&max=300&expanded=true&any=cumulative+cultural+evolution&exactTagSearch=true
  • social tipping points
    • https://jonudell.info/h/facet/?user=stopresetgo&max=300&expanded=true&any=social+tipping+points&exactTagSearch=true

• Learning

• it introduces me to a number of new useful concepts
  • cognitive advantage
  • cultural network analysis
  • more detailed understanding of memetics
  • cultural epidemiology

• Relative to the evolutionary past,
• social relationships
• in modernized western societies
• tend to involve
• a much wider variety of relationships,
• along with relatively less immediate connection
• with close, kin-based support networks

• From an evolutionary perspective, - social anxiety is designed primarily
• to help people ensure
• an adequate level of social acceptance and,
• throughout most of human history,
• this meant acceptance
• in a tightly-knit group
• based primarily of biological kin

• Although social anxiety can serve useful functions,
• it can also involve excessive worry, negative affect, and exaggerated avoidance of social situations.
• Understanding the root causes of anxiety-related problems
• is an essential step
• in the development of
• interventions and policies
• to reduce dysfunction.

https://www.scientificamerican.com/article/information-overload-helps-fake-news-spread-and-social-media-knows-it/

Good overview article of some of the psychology research behind misinformation in social media spaces including bots, AI, and the effects of cognitive bias.

Probably worth mining the story for the journal articles and collecting/reading them.

Popularity ≠ quality in social media.

Holford, D. L., Juanchich, M., & Sirota, M. (2021). Ambiguity and unintended inferences about risk messages for COVID - 19. PsyArXiv. https://doi.org/10.31234/osf.io/w5rd6

Desai, S. C., & Reimers, S. (2022). Does explaining the origins of misinformation improve the effectiveness of a given correction? PsyArXiv. https://doi.org/10.31234/osf.io/fxkzc

Seaman, K. L., Christensen, A. P., Senn, K., Cooper, J., & Cassidy, B. S. (2022). Age Differences in the Social Associative Learning of Trust Information. PsyArXiv. https://doi.org/10.31234/osf.io/b38rd

Second Proposition: The six thrusts or prmary societal systems are the cognitive architecture of the superorganism which it uses to sense the world

John distinguishes between reform and transformation. In the simplest terms, reform deals with changes to an existing paradigm whilst transformation deals with fundamental structural changes of an existing paradigm - a paradigm shift.

John views society as a social superorganism (SSO) and the major systems such as legal, economic, social, governance, education, etc as cognitive architectures of the SSO. The theoretical question being asked is: Of all possible variations, which one has the best fitness to the function of a society?

Agrawal, M., Peterson, J., Cohen, J. D., & Griffiths, T. (2022). Stress, Intertemporal Choice, and Mitigation Behavior During the COVID-19 Pandemic. PsyArXiv. https://doi.org/10.31234/osf.io/ureqg

Garrido-Vásquez, P., & Rock, T. (2021). Judgments of truth are independently modulated by affect and repetition. PsyArXiv. https://doi.org/10.31234/osf.io/qajkb

Manoochehri, M., Šrol, J., Asl, F. A., Mehdinasab, M., & Akhoundi, Z. (2021). Association of Mental Fatigue due to Long-term Restrictive Measures with Reasoning: A COVID-19 Study. PsyArXiv. https://doi.org/10.31234/osf.io/4yme9

Mixing science and art to make the truth more interesting than lies. (n.d.). Retrieved September 28, 2021, from https://theconversation.com/mixing-science-and-art-to-make-the-truth-more-interesting-than-lies-100221?utm_source=twitter&utm_medium=bylinetwitterbutton

Thinking in solitary can increase one's susceptibility to confirmation bias. Thinking in groups can mitigate this.

How might keeping one's notes in public potentially help fight against these cognitive biases?

Is having a "conversation in the margins" with an author using annotation tools like Hypothes.is a way to help mitigate this sort of cognitive bias?

At the far end of the spectrum how do we prevent this social thinking from becoming groupthink, or the practice of thinking or making decisions as a group in a way that discourages creativity or individual responsibility?

Orticio, E., Martí, L., & Kidd, C. (2021). Social prevalence information is rationally integrated in belief updating. PsyArXiv. https://doi.org/10.31234/osf.io/7gja2

Pillai, Raunak, and Lisa Fazio. “The Effects of Repeating False and Misleading Information on Belief.” PsyArXiv, August 3, 2021. https://doi.org/10.31234/osf.io/z78xm.

Bressan, P. (2021). Strangers look sicker (with implications in times of COVID-19). PsyArXiv. https://doi.org/10.31234/osf.io/x4unv

Agarwal, A. (2021). The Accidental Checkmate: Understanding the Intent behind sharing Misinformation on Social Media. PsyArXiv. https://doi.org/10.31234/osf.io/kwu58

Leblanc-Sirois, Y., Gagnon, M.-È., & Blanchette, I. (2020). Emotions, reasoning, and mental health as predictors of behavior during three phases of the COVID-19 pandemic. PsyArXiv. https://doi.org/10.31234/osf.io/2p39h

Greene, C., & Murphy, G. (2020). Can fake news really change behaviour? Evidence from a study of COVID-19 misinformation. https://doi.org/10.31234/osf.io/qfnm3

Wischnewski, M., Bernemann, R., Ngo, T., & Krämer, N. (2021). Disagree? You Must be a Bot! How Beliefs Shape Twitter Profile Perceptions. PsyArXiv. https://doi.org/10.31234/osf.io/8vyxr

Hein, G., Gamer, M., Gall, D., Gründahl, M., Domschke, K., Andreatta, M., Wieser, M. J., & Pauli, P. (2021). Social cognitive factors outweigh negative emotionality in predicting COVID-19 related safety behaviors. PsyArXiv. https://doi.org/10.31234/osf.io/5sbzy

Levy, N. L., & Ross, R. M. (2020). The cognitive science of fake news [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/3nuzj

Szumowska, E., Czarnek, G., Dragon, P., & Keersmaecker, J. D. (2021). Multitasking and correction of false information. PsyArXiv. https://doi.org/10.31234/osf.io/w5v4z

Wang, X., Sirianni, A. D., Tang, S., Zheng, Z., & Fu, F. (2020). Public Discourse and Social Network Echo Chambers Driven by Socio-Cognitive Biases. Physical Review X, 10(4), 041042. https://doi.org/10.1103/PhysRevX.10.041042

Cargnino. M., Neubaum. G., Winter. S., (2020) We're a Good Match: Selective Political Friending on Social Networking Sites. PSyarxiv. Retrieved from: https://psyarxiv.com/9dmgf/

US, J. R. E., Christian Meissner,Deborah Goldfarb,Ian Jason Lee,The Conversation. (n.d.). New DIY Contact Tracing App Is Based on the Science of Memory. Scientific American. Retrieved December 10, 2020, from https://www.scientificamerican.com/article/new-diy-contact-tracing-app-is-based-on-the-science-of-memory/

Pennycook, G., & Rand, D. (2020). The Cognitive Science of Fake News. PsyArXiv. https://doi.org/10.31234/osf.io/ar96c

IZA – Institute of Labor Economics. ‘COVID-19 and the Labor Market’. Accessed 6 October 2020. https://covid-19.iza.org/publications/dp13745/.

Martel, C., Mosleh, M., & Rand, D. (2020). You’re definitely wrong, maybe: Correction style has minimal effect on corrections of misinformation online. https://doi.org/10.31234/osf.io/w3tfb

Xie, W., Campbell, S., & Zhang, W. (2020, May 5). Working Memory Capacity Predicts Individual Differences in Social Distancing Compliance during the COVID-19 Pandemic in the U.S. https://doi.org/10.31234/osf.io/3j69f

Olsson-Collentine, A., van Assen, M. A. L. M., & Wicherts, J. M. (2020). Postprint—Heterogeneity in direct replications in psychology and its association with effect size [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/m23v4

Edgcumbe, D. (2020). PrePrint Version (Edgcumbe, 2020): The developmental trajectory of open-mindedness: from 18 to 87-years of age. [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/fnrmv

Using Smartphone, Social Media, and Sensor Data for Psychological Research (May 13, 2020). (n.d.). Retrieved June 25, 2020, from https://www.youtube.com/watch?time_continue=3&v=vSvnJzCfstU&feature=emb_logo

Zimmermann, M., Bledsoe, C., & Papa, A. (2020). The Impact of the COVID-19 Pandemic on College Student Mental Health: A Longitudinal Examination of Risk and Protective Factors [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/2y7hu

Guerrero, R. J. A., Parra, A. B., Cahua, J. C. H., & Banaszak-Holl, J. (2020). Psychological problems associated with coping strategies: A web-based study in Peruvian population during the COVID-19 pandemic. https://doi.org/10.31234/osf.io/uarwz

Raude, J. (2020, May 31). Determinants of preventive behaviors in response to the COVID-19 pandemic in France: comparing the sociocultural, psychosocial and social cognitive explanations. Retrieved from psyarxiv.com/4yvk2

Zmigrod, L., Eisenberg, I. W., Bissett, P., Robbins, T. W., & Poldrack, R. (2020, April 14). A Data-Driven Analysis of the Cognitive and Perceptual Attributes of Ideological Attitudes. https://doi.org/10.31234/osf.io/dgaxr

Rahmani P, Peruani F, Romanczuk P (2020) Flocking in complex environments—Attention trade-offs in collective information processing. PLoS Comput Biol 16(4): e1007697. https://doi.org/10.1371/journal.pcbi.1007697

Johnson, S. G. B., Bilovich, A., & Tuckett, D. (2020, April 30). Conviction Narrative Theory: A Theory of Choice Under Radical Uncertainty. Retrieved from psyarxiv.com/urc96

Fischer, R., Karl, J. A., Bortolini, T., Zilberberg, M., Robinson, K., Rabelo, A. L. A., … Mattos, P. (2020, April 22). Rapid review and meta-meta-analysis of self-guided interventions to address anxiety, depression and stress during COVID-19 social distancing. https://doi.org/10.31234/osf.io/ndyf4

Rafiei, F., & Rahnev, D. (2020, April 9). Does the diffusion model account for the effects of speed-accuracy tradeoff on response times?. https://doi.org/10.31234/osf.io/bhj85

Holmes, E. A., O’Connor, R. C., Perry, V. H., Tracey, I., Wessely, S., Arseneault, L., Ballard, C., Christensen, H., Cohen Silver, R., Everall, I., Ford, T., John, A., Kabir, T., King, K., Madan, I., Michie, S., Przybylski, A. K., Shafran, R., Sweeney, A., … Bullmore, E. (2020). Multidisciplinary research priorities for the COVID-19 pandemic: A call for action for mental health science. The Lancet Psychiatry, S2215036620301681. https://doi.org/10.1016/S2215-0366(20)30168-1

Bailey, A., Knobe, J., & Newman, G. (2020). Value-based Essentialism: Essentialist Beliefs About Non-biological Social Groups [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/m2eby

This website is part of Angelo State University's online teaching training course for faculty members. This section outlines three prominent theories of education-Behaviorism, Social Cognitive Theory, and Constructivism-and applies them to online learning. Instructional Designers and course instructors can use this guide for the construction of meaningful and active learning environment for students. Rating: 10/10

This website outlines key principles of the E-Learning Theory developed by Mayer, Sweller, and Moreno. E-Learning Theory describes how the implementation of educational technology can be combined with key principles of how we learn for better outcomes. This site describes those principles as a guide of more effective instructional design. Users can also find other learning theories under the "Categories" link at the top of the page. Examples include Constructivist theories, Media & Technology theories, and Social Learning theories. Rating: 8/10

The Berkeley Graduate Division published an interesting and straightforward table of learning theories. The table compares behaviorism, cognitive constructivism, and social constructivism in four ways: the view of knowledge, view of learning, view of motivation, and implications for teaching. This is an easy-to-read, quick resource for those who would like a side-by-side comparison of common theories. 9/10