When laypeople want to inform themselves about scientific topics, they face the challenge of assessing the credibility of the numerous available contents. In addition, it must be borne in mind that current controversies often involve contradictory findings that may be difficult for laypeople to interpret. Contrary to the assumption often held by journalists that scientific uncertainty has a deterrent effect on laypersons, studies (using the example of the violence-in-the-media debate) indicate that recipients are quite open to balanced information (Winter & Krämer, 2012). With regard to opinion formation, it has also been shown that oversimplified statements are not convincing and may trigger skepticism (Winter, Krämer, Rösner & Neubaum, 2015). However, complex two-page texts do not lead all readers to take complexity into account in their attitude towards the topic: Readers with a naïve understanding of science tend to ignore counterarguments to the prevailing opinion. Based on a model developed for selection and attitude formation in the field of science communication (Stadtler, Winter, Scharrer, Thomm, Krämer & Bromme, 2017), it will therefore be examined whether and how the processing of science information can be improved through media literacy training.

Zentrale Publikationen:

Stadtler, M., Winter, S., Scharrer, L., Thomm, E., Krämer, N. & Bromme, R. (2017). Selektion, Integration und Evaluation: Wie wir das Internet nutzen, wenn wir uns über Wissenschaft informieren wollen. Psychologische Rundschau, 68, 177-181. doi:10.1026/0033-3042/a000361.

Winter, S., & Krämer, N. C. (2012). Selecting science information in Web 2.0: How source cues, message sidedness, and need for cognition influence users' exposure to blog posts. Journal of Computer-Mediated Communication, 18, 80–96. doi:10.1111/j.1083-6101.2012.01596.x