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== Introduction == | == Introduction == | ||
Semantically related contexts produce easier conceptual processing relative to neutral contexts, an experience that people may interpret as evidence of familiarity. (Newman et al., 2015) | Semantically related contexts produce easier conceptual processing relative to neutral contexts, an experience that people may interpret as evidence of familiarity. Likewise, semantically priming, repeating, or retrieving related information can produce illusions of frequency, familiarity, and truth—presumably due to increased ease of retrieval or cognitive availabilit (Newman et al., 2015) | ||
== Example of Stimuli == | == Example of Stimuli == | ||
Version du 24 novembre 2025 à 21:15
General idea
The main goal of this research will be to partially reproduce the design proposed by Newman & colleagues (2012; 2018; 2020) used to test the Truthiness effect which is testing how images influence perceptions of truth (cf Newman & Schwarz, 2024).
Introduction
Semantically related contexts produce easier conceptual processing relative to neutral contexts, an experience that people may interpret as evidence of familiarity. Likewise, semantically priming, repeating, or retrieving related information can produce illusions of frequency, familiarity, and truth—presumably due to increased ease of retrieval or cognitive availabilit (Newman et al., 2015)
Example of Stimuli
Considered variables
Dependant variables
- Behavioral
- C scores (Newman et al., 2012)
- Proportion of "true" (Newman et al., 2018)
- Likert scale
- Physiological
- Eye-tracking
Independant variables
- Image/no image
- Type of image :
- Semantically related (vs semantically not related)
- Obviously AI generated (vs "real")
- Conspiracy Theory related (vs not related)
- Picture (vs drawing)
- Type of sentences relatde
- Simple / hard (Newmann, et al., 2012)
Biblio
- Newman, E. J., Garry, M., Unkelbach, C., Bernstein, D. M., Lindsay, D. S., & Nash, R. A. (2015). Truthiness and falsiness of trivia claims depend on judgmental contexts. Journal of Experimental Psychology: Learning, Memory, and Cognition, 41(5), 1337. https://psycnet.apa.org/doi/10.1037/xlm0000099