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An important component of conspiracy theories is how they influence, and are influenced by, the evaluation of potential evidence. Some individuals may be more open minded regarding certain explanations for events whereas others may seek closure and thus cut off a conspiracy explanation. Two studies examined the relationship between the need for cognitive closure (NFCC), levels of belief in real world conspiracy theories, and the attribution of conspiracy theories to explain events. A first, small (N = 30) and preliminary study found no relationship between NFCC and beliefs in conspiracy theories, suggesting that both advocates and opponents of conspiracy explanations do not differ on this dimension. A second study (N = 86) revealed that evidence for and against conspiracy theories had an influence on attributions of the likelihood of a conspiracy to explain a novel event. Specifically, after reading evidence individuals with high levels of belief in conspiracy theories tended to rate a conspiracy explanation as more likely whereas those with low levels of belief rated it as less likely. However, when the need for cognitive closure (NFCC) was experimentally lowered the effects of prior beliefs in conspiracy theories diminished.

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Parents reported uncertainties, anxieties and time constraints, all of which may contribute to poor attendance for pre-school immunization. These findings have important implications for providing parents with timely information about boosters and the two-dose MMR programme. They indicate the potential value of playgroup or pre-school involvement and the need for improved communication with children about immunization.

Decades of research indicate that peer interaction among children and adolescents can be beneficial for learning and development. Less, however, is known about which features of interaction may be effective in promoting learning. This meta-analysis examined results from 62 articles with 71 studies into peer interaction, involving a total of 7,105 participants aged 4 to 18 years. The meta-analysis found that peer interaction was effective in promoting learning in comparison with other types of learning conditions. Moderator analyses suggested that learning from interaction with peers was as effective as learning from adults one-on-one, and more effective than children learning individually. Peer interaction is also more effective when children are specifically instructed to reach consensus. Findings point to theoretical considerations for developmental work and practical implications for the effective use of peer interaction techniques in the classroom. Peer Interaction Meta-Analysis