PROBLEMS OF PREVENTING THE SOCIO-PSYCHOLOGICAL DESTRUCTIVE IMPACT OF MISINFORMATION ON STUDENTS REQUIRING SPECIAL LEARNING CONDITIONS
DOI:
https://doi.org/10.24234/se.v7i2.3Keywords:
misinformation, socio-psychological impact, student with special educational needs, , special learning conditions, preventionAbstract
In an era dominated by information and communication technologies, the pervasive influence of misinformation has become an issue of paramount concern. This article delves into the multifaceted challenges posed by misinformation and the dire socio-psychological consequences it imposes on this vulnerable student demographic. There is an attempt to understand the destructive impact of misinformation from a pedagogical and psychological point of view, to describe the influence of social media services children requiring special learning conditions use in their everyday lives.
The purpose of this article is twofold: first, to comprehensively explore the intricate problems presented by the socio-psychological destructive impact of misinformation on students who need special learning conditions, and second, to offer insights and strategies for mitigating these issues. By shedding light on this critical intersection between misinformation and special learning conditions, it is aimed to provoke a broader discourse, raise awareness, and empower educators, parents, and policymakers to take action.
References
American Psychiatric Association. (2013). Diagnostic and Statistical Manual of Mental Disorders (5th ed.). American Psychiatric Publishing.
Bulger, M., & Davison, P. (2018). The Promises, Challenges, and Futures of Media Literacy. Journal of Media Literacy Education, 10(1), 1-21.
Fletcher-Watson, S. (2021). Autism and the psychology of misinformation. The Psychologist, 34(4), 16-21.
Friggeri, A., Adamic, L. A., Eckles, D., & Kern, D. (2014). Rumor Cascades. Proceedings of the Eighth International Conference on Weblogs and Social Media, 101-110.
Karas, S., Ottmar, E., Kim, A., & Wenzel, M. (2019). Promoting Media Literacy and Critical Thinking to Prevent Misinformation. Contemporary School Psychology, 24(3), 213-220.
Lewandowsky, S., Ecker, U. K. H., & Cook, J. (2017). Beyond Misinformation: Understanding and Coping with the “Post-Truth” Era. Journal of Applied Research in Memory and Cognition, 6(4), 353-369.
Livingstone, S. (2020). Media literacy in the modern world. The Brown Journal of World Affairs, 27(2), 215-227.
Pennycook, G., & Rand, D. G. (2020). The Implied Truth Effect: Attaching Warnings to a Subset of Fake News Stories Increases Perceived Accuracy of Stories Without Warnings. Management Science, 66(11), 4944-4957.
Potter, W. (2013). Review of literature on media literacy. Sociology Compass, 7(6), 417–435.
Shaywitz, S. E. (2018). Dyslexia. New England Journal of Medicine, 378(24), 2338-2346.
Vosoughi, S., Roy, D., & Aral, S. (2018). The spread of true and false news online. Science, 359(6380), 1146-1151.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 Armen Avetisyan
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 International License (CC BY-NC 4.0) ․ Details of the license terms can be found at CC BY-NC 4.0 Deed | Attribution-NonCommercial 4.0 International | Creative Commons