Previous research suggests that unfounded beliefs (UB)-such as conspiracist beliefs and beliefs in the supernatural-stem from similar cognitive and motivational mechanisms. More specifically, it has been demonstrated that cognitive ability is negatively associated with UB but only among individuals who value epistemic rationality. The present study goes beyond previous correlational studies by examining whether the negative association between cognitive ability and UB can be strengthened through a subtle rationality prime. In a large scale online experiment (N = 762 French teachers), we demonstrate that priming rationality (vs. control) does enhance the negative relationship between cognitive ability and adherence to supernatural beliefs, as well as conspiracy mentality (d = 0.2). This effect was not obtained for illusory pattern perception. This study's usefulness as a "proof of concept" for future interventions aimed at reducing UB prevalence among the general public is discussed.
The prevalence of unfounded beliefs (e.g., supernatural or conspiracy beliefs) remains an important issue due to their negative consequences in various domains. Interventions were shown to reduce supernatural beliefs only when addressing pseudoscientific ones. Based on these findings, we designed a single session intervention aiming to teach participants the epistemological distinction between science and pseudoscience. We then assessed the effectiveness of this intervention. Secondary school teachers (N = 130) were assigned to one of two groups focusing on critical thinking with or without the intervention content related to pseudoscience. Supernatural beliefs, conspiracy mentality, and pattern perception were measured using computerized surveys pre-and one moth post-intervention. Mixed-model analyses revealed the expected decrease in conspiracy mentality, d = .60, supernatural beliefs, d = 1.01 and illusory pattern perception, d = .34 among teachers in the pseudosciencefocused group. Our intervention constitutes a novel cost-effective tool for critical thinking promotion among education professionals.
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