- Sep 2022
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www.scientificamerican.com www.scientificamerican.com
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Experiments on Twitter by Bjarke Mønsted and his colleagues at the Technical University of Denmark and the University of Southern California indicate that information is transmitted via “complex contagion”: when we are repeatedly exposed to an idea, typically from many sources, we are more likely to adopt and reshare it. This social bias is further amplified by what psychologists call the “mere exposure” effect: when people are repeatedly exposed to the same stimuli, such as certain faces, they grow to like those stimuli more than those they have encountered less often.
This seems slightly different than the mere-exposure effect that Ahrens (2017) delineated. Are they same/different/related, but contextually different?
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- Aug 2022
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jamanetwork.com jamanetwork.com
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Dixon, B. C., Fischer, R. S. B., Zhao, H., O’Neal, C. S., Clugston, J. R., & Gibbs, S. G. (2021). Contact and SARS-CoV-2 Infections Among College Football Athletes in the Southeastern Conference During the COVID-19 Pandemic. JAMA Network Open, 4(10), e2135566. https://doi.org/10.1001/jamanetworkopen.2021.35566
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universitylifecafe.k-state.edu universitylifecafe.k-state.edu
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https://universitylifecafe.k-state.edu/bookshelf/academicskills/indexcardstudysystem.html
Natalie Umberger is writing about an "index card study system" in an academic study skills context, but it's an admixture of come ideas from Cornell Notes and using index cards as flashcards.
The advice to "Review your notes and readings frequently, so the material is 'fresh.' " is a common one (through at least the 1980s to the present), though research on the mere-exposure effect indicates that it's not as valuable as other methods.
How can we stamp out the misconception that this sort of review is practical?
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- Jun 2022
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effectiviology.com effectiviology.com
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Interleaving is a learning technique that involves mixing together different topics or forms of practice, in order to facilitate learning. For example, if a student uses interleaving while preparing for an exam, they can mix up different types of questions, rather than study only one type of question at a time.Interleaving, which is sometimes referred to as mixed practice or varied practice, is contrasted with blocked practice (sometimes referred to as specific practice), which involves focusing on only a single topic or form of practice at a time.
Interleaving (aka mixed practice or varied practice) is a learning strategy that involves mixing different topics, ideas, or forms of practice to improve outcomes as well as overall productivity. Its opposite and less effective strategy is blocking (or block study or specific practice) which focuses instead on working on limited topics or single forms of practice at the same time.
This may be one of the values of of the Say Something In Welsh method which interleaves various new nouns and verbs as well as verb tenses in focused practice.
Compare this with the block form which would instead focus on lists of nouns in a single session and then at a later time lists of verbs in a more rote fashion. Integrating things together in a broader variety requires more work, but is also much more productive in the long run.
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bulletproofmusician.com bulletproofmusician.com
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So when we struggle – like when we have difficulty making sense of a math review problem, or when we can’t seem to get a note to speak in quite the right way in a run-through – it appears that we misinterpret greater effort as an indication of reduced learning. And that this is why we tend to gravitate to activities like re-reading the textbook, which feels easier and more productive than struggling for five minutes to solve a review problem and still getting it wrong.
Re-reading a text or our notes may seem like it's an easier and more productive review strategy for tests, but working through more difficult problems that require one to do work to come up with an answer are much more effective.
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Well, for one, there was a clear preference for the blocked study schedule, with 68% of participants reporting that they would choose the blocked strategy to study for a test, while only 32% chose the interleaved strategy. Which is interesting, because the research on blocked vs. interleaved practice suggests that in many cases, interleaving is actually the more effective strategy (here’s a great summary of the research on interleaved practice, why and how it works, guidelines for use, and examples of times when blocked may be better).
Interleaved practice methods are more effective learning strategies than block practice.
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www.youtube.com www.youtube.com
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the research says is that students often
the research says is that students often don't use the right learning strategy because they react negatively to effort in fact it even is so well demonstrated that it has its own name it's called the ==misinterpreted effort hypothesis== it says that students tend to see a learning strategy feel that it is more effortful more challenging and as a result they will veer away from that because they feel that that effort means that they're either doing it wrong or that the technique is bad they consider more effortful learning with being a bad thing
Students will perceive learning strategies that require more effort and work on their part to be less productive in the long term, often when the opposite is the case. This phenomenon is known as the misinterpreted effort hypothesis.
Link to: - research in Ahrens that rereading and reviewing over material seems easy, but isn't as effective as directly answering questions and performing the work to produce one's own answer. - https://www.sciencedirect.com/science/article/abs/pii/S0010028519302270
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- May 2022
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www.buildingasecondbrain.com www.buildingasecondbrain.com
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The student doesn’t have a strong preference for any of these archetypes. Their notes serve a clear purpose that’s often based on a short-term priority (e.g, writing a paper or passing a test), with the goal to “get it done” as simply as possible.
The typical student note taking method of transcribing, using (or often not using at all), and keeping notes is doomed to failure.
Many students make the mistake of not making their own actual notes. By this I don't mean they're not writing information down. In fact many are writing information down, but we can't really call these notes. Notes by definition ought to transform something seen or heard into one's own words. Without the transformation, these students think that they're taking notes, but in reality they're focusing their efforts on being transcriptionists. They're attempting to capture something for later consumption. This is a deadly trap! By only transcribing, they're not taking advantage of transforming information by putting ideas down in their own words to test their understanding. Often worse, even if they do transcribe notes, they don't revisit them. If they do revisit them, they're simply re-reading them and not actively working with them. Only re-reading them will lead to the illusion that they're learning something when in fact they're falling into the mere-exposure effect.
Students who are acting as transcriptionists would be better off simply reading a textbook and taking notes directly from that.
A note that isn't revisited or revised, may as well be a note not taken. If we were to consider a spectrum of useful, valuable, and worthwhile notes, these notes would be at the lowest end of the spectrum.
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- Apr 2022
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www.pnas.org www.pnas.org
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Bagheri, G., Thiede, B., Hejazi, B., Schlenczek, O., & Bodenschatz, E. (2021). An upper bound on one-to-one exposure to infectious human respiratory particles. Proceedings of the National Academy of Sciences, 118(49), e2110117118. https://doi.org/10.1073/pnas.2110117118
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- Mar 2022
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Sinclair, Alyssa H., Morgan Taylor, Freyja Brandel-Tanis, Audra Davidson, Aroon T. Chande, Lavanya Rishishwar, Clio Maria Andris, et al. ‘Counteracting COVID-19 Risk Misestimation with an Interactive Website’. PsyArXiv, 9 February 2022. https://doi.org/10.31234/osf.io/v8tdf.
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- Feb 2022
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twitter.com twitter.com
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Prof Claire J. Horwell 😷. (2021, December 2). With UK regs changing to mandatory #masks, here’s a short 🧵to answer the question: Can you wear a disposable #facemask more than once? The answer is YES. Many manufacturers state that masks should be disposed of after 8 hours but this is not true. Read on to find out why ... 1/ https://t.co/f9jXCKq3LT [Tweet]. @claire_horwell. https://twitter.com/claire_horwell/status/1466400270137630727
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Local file Local file
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As Terry Doyleand Todd Zakrajsek put it: “If learning is your goal, cramming is anirrational act” (Doyle and Zakrajsek 2013).
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If you now think: “That’s ridiculous. Who would want to read andpretend to learn just for the illusion of learning and understanding?”please look up the statistics: The majority of students chooses everyday not to test themselves in any way. Instead, they apply the verymethod research has shown again (Karpicke, Butler, and Roediger2009) and again (Brown 2014, ch. 1) to be almost completelyuseless: rereading and underlining sentences for later rereading.And most of them choose that method, even if they are taught thatthey don’t work.
Even when taught that some methods of learning don't work, students will still actively use and focus on them.
Are those using social annotation purposely helping students to steer clear of these methods? is there evidence that the social part of some of these related annotation or conversational practices with both the text and one's colleagues helpful? Do they need to be taken out of the text and done in a more explicit manner in a lecture/discussion section or in a book club like setting similar to that of Dan Allossso's or even within a shared space like the Obsidian book club to have more value?
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We face here the same choice between methods that make us feellike we learned something and methods that truly do make us learnsomething.
What methods of studying actually make us learn something versus make us feel as if we've learned something?
Active reading, progressive summarization may be on this list while highlighting and underlining might not. Or perhaps there's a spectrum of poor to good, and if this is the case, what does it look like? Is it the same for everyone or are factors like neurodivergence part of the equation which might change this spectrum of learning methods and techniques?
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Understanding is not just a precondition to learning something. Toa certain degree, learning is understanding.
What is the relationship between understanding and learning? Is it true that learning is understanding? Is the relationship bi-directional?
The mere-exposure effect can make us feel as if we've learned something, but without testing ourselves or being able to reframe and recompose an idea we haven't really learned it.
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Reading, especially rereading, caneasily fool us into believing we understand a text. Rereading isespecially dangerous because of the mere-exposure effect: Themoment we become familiar with something, we start believing wealso understand it. On top of that, we also tend to like it more(Bornstein 1989).
The mere-exposure effect can be dangerous when rereading a text because we are more likely to falsely believe we understand it. Robert Bornstein's research from 1989 indicates that we will tend to like the text more, which can pull us into confirmation bias.
Bornstein, Robert F. 1989. “Exposure and Affect: Overview and Meta-Analysis of Research, 1968-1987.” Psychological Bulletin 106 (2): 265–89.
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psychologists call the mere-exposure effect: doing something many times makes us believe wehave become good at it – completely independent of our actualperformance (Bornstein 1989). We unfortunately tend to confusefamiliarity with skill.
The mere-exposure effect leads us to confuse familiarity with a process with actual skill.
Tags
- neurodiversity
- cognitive bias
- reading practices
- learning techniques
- conversations with the text
- quotes
- mere-exposure effect
- confirmation bias
- underlining
- Robert Bornstein
- learning
- discussion sections
- skill
- effects
- understanding
- psychology
- social annotation
- lectures
- highlights
- cramming
- progressive summarization
- rereading
- book clubs
- active reading
- familiarity
Annotators
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twitter.com twitter.com
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ReconfigBehSci on Twitter: ‘surprising how the logic of argument around C19 has not updated to the fact that reinfection is a big thing, as are new variants. Delay = a round of infection you never got...’ / Twitter. (n.d.). Retrieved 13 February 2022, from https://twitter.com/SciBeh/status/1483716840316706824
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journals.plos.org journals.plos.org
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Singh, K., Lima, G., Cha, M., Cha, C., Kulshrestha, J., Ahn, Y.-Y., & Varol, O. (2022). Misinformation, believability, and vaccine acceptance over 40 countries: Takeaways from the initial phase of the COVID-19 infodemic. PLOS ONE, 17(2), e0263381. https://doi.org/10.1371/journal.pone.0263381
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twitter.com twitter.com
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Mahan Ghafari, ماهان غفاری. (2022, February 1). After the daily covid-19 cases in Iran dropped to record-low numbers last month, it is now back in full swing due to omicron! Map on the left (mostly coloured in blue) shows the situation in late december and the one on the right is from 2 days ago (many in amber or red). 1/ https://t.co/vgpwuiymbl [Tweet]. @Mahan_Ghafari. https://twitter.com/Mahan_Ghafari/status/1488481042847698946
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twitter.com twitter.com
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ScienceUpFirst, LaScienced’Abord. (2022, February 1). Got Omicron? You are not alone! See our thread on what we know so far 👇 🧵 [1/11] #ScienceUpFirst https://t.co/7Hi3lHo5LS [Tweet]. @ScienceUpFirst. https://twitter.com/ScienceUpFirst/status/1488601396421316613
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- Jan 2022
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pubs.acs.org pubs.acs.org
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Angel, D. M., Gao, D., DeLay, K., Lin, E. Z., Eldred, J., Arnold, W., Santiago, R., Redlich, C., Martinello, R. A., Sherman, J. D., Peccia, J., & Godri Pollitt, K. J. (2022). Development and Application of a Polydimethylsiloxane-Based Passive Air Sampler to Assess Personal Exposure to SARS-CoV-2. Environmental Science & Technology Letters. https://doi.org/10.1021/acs.estlett.1c00877
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prospect.org prospect.org
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DrPH, M. D. H., M. D. (2022, January 11). The Folly of School Openings as a Zero-Sum Game. The American Prospect. https://prospect.org/api/content/4a1fc36e-7263-11ec-9e7d-12f1225286c6/
Tags
- virtual learning
- ventilation
- USA
- systemic racism
- children
- work from home
- online learning
- COVID-19
- race
- in-person schooling
- lang:en
- multigenerational family structure
- homeschooling
- disparity
- perception
- remote learning
- white supremacy
- exposure
- economic oppression
- vaccine
- transmission
- safety
- Omicron
- low-income
- people of colour
- mortality
- school closure
- risk
- education
- paediatric hospitalization
- economy
- priviledge
- school
- is:webpage
Annotators
URL
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www.theguardian.com www.theguardian.com
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Geddes, L., & correspondent, L. G. S. (2022, January 11). Covid loses 90% of ability to infect within five minutes in air – study. The Guardian. https://www.theguardian.com/world/2022/jan/11/covid-loses-90-of-ability-to-infect-within-five-minutes-in-air-study
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twitter.com twitter.com
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ReconfigBehSci. (2022, January 6). RT @EckerleIsabella: Having an incidence of >4000/100.000/14 days (Geneva) is scary & just unbelievable—Every day I learn of several frie… [Tweet]. @SciBeh. https://twitter.com/SciBeh/status/1479139738879770627
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- Dec 2021
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www.ncbi.nlm.nih.gov www.ncbi.nlm.nih.gov
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Altmann, D. M., & Boyton, R. J. (2021). SARS-Cov-2 immune waning and reinfection in care-home settings. The Lancet. Healthy Longevity, 2(12), e776–e777. https://doi.org/10.1016/S2666-7568(21)00276-2
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theconversation.com theconversation.com
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Schmid, P., & Lewandowsky, S. (n.d.). Tackling COVID disinformation with empathy and conversation. The Conversation. Retrieved December 15, 2021, from http://theconversation.com/tackling-covid-disinformation-with-empathy-and-conversation-173013
Tags
- infodemic
- communication
- COVID denial
- far-right
- research
- critical thinking
- COVID-19
- anti-vaccine
- misinformation
- lang:en
- scientific knowledge
- Germany
- disinformation
- conversation
- risk
- exposure
- motivational interviewing
- vaccine
- social media
- empathy
- science
- social distancing
- compliance
- is:webpage
- conspiracy theory
Annotators
URL
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www.abc.net.au www.abc.net.au
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“The day we’ve been planning for”: Gold Coast on COVID alert after six cases detected. (2021, December 9). ABC News. https://www.abc.net.au/news/2021-12-10/qld-coronavirus-covid-gold-coast-school-case-broadbeach/100687396
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www.pnas.org www.pnas.org
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Bagheri, G., Thiede, B., Hejazi, B., Schlenczek, O., & Bodenschatz, E. (2021). An upper bound on one-to-one exposure to infectious human respiratory particles. Proceedings of the National Academy of Sciences, 118(49). https://doi.org/10.1073/pnas.2110117118
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- Nov 2021
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www.nature.com www.nature.com
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Mallapaty, S. (2021). The coronavirus is rife in common US deer. Nature. https://doi.org/10.1038/d41586-021-02110-8
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twitter.com twitter.com
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Prof. Gavin Yamey MD MPH. (2021, October 30). “Circulation of COVID-19 in childhood could therefore periodically boost immunity in adults through exposure” When I say childhood vax ALSO benefits adults, folx say “you can’t use benefits to adults in your argument!” JCVI uses benefits to adults of letting kids get infected 👀 [Tweet]. @GYamey. https://twitter.com/GYamey/status/1454433823085715461
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twitter.com twitter.com
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Deepti Gurdasani. (2021, November 1). No- the statement explicitly talks about infection in children being a ‘booster’ to adults i.e. Children infecting adults to protect them against... Infection!🤔 I don’t think there’s any level of cognitive gymnastics that could justify this or make sense of it. [Tweet]. @dgurdasani1. https://twitter.com/dgurdasani1/status/1455106192112500736
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- Oct 2021
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How contagious is Delta? How long are you infectious? Is it more deadly? A quick guide to the latest science—ABC News. (n.d.). Retrieved October 3, 2021, from https://www.abc.net.au/news/2021-09-29/covid-delta-variant-what-the-science-says/100497804?utm_campaign=abc_news_web&utm_content=twitter&utm_medium=content_shared&utm_source=abc_news_web
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english.elpais.com english.elpais.com
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Salas, M. Z., Javier. (2020, October 28). A room, a bar and a classroom: how the coronavirus is spread through the air. EL PAÍS. https://english.elpais.com/society/2020-10-28/a-room-a-bar-and-a-class-how-the-coronavirus-is-spread-through-the-air.html
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- Sep 2021
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epjdatascience.springeropen.com epjdatascience.springeropen.com
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Mattei, M., Caldarelli, G., Squartini, T., & Saracco, F. (2021). Italian Twitter semantic network during the Covid-19 epidemic. EPJ Data Science, 10(1), 1–27. https://doi.org/10.1140/epjds/s13688-021-00301-x
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twitter.com twitter.com
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John Burn-Murdoch. (2021, August 23). NEW: in the last couple of weeks there have a lot of new studies out assessing vaccine efficacy, many of which have touched on the question of waning immunity. Unsurprisingly, these have prompted a lot of questions. Time for a thread to summarise what we do and don’t know: [Tweet]. @jburnmurdoch. https://twitter.com/jburnmurdoch/status/1429878189011111936
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blogs.bmj.com blogs.bmj.com
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People’s Covid Inquiry: Impact of covid on frontline staff and key workers—The BMJ. (n.d.). Retrieved September 1, 2021, from https://blogs.bmj.com/bmj/2021/08/27/peoples-covid-inquiry-impact-of-covid-on-frontline-staff-and-key-workers/?utm_campaign=shareaholic&utm_medium=twitter&utm_source=socialnetwork
Tags
- transmission
- safety
- frontline staff
- ventilation
- government
- work exposure
- UK
- risk assessment
- PPE
- inequality
- NHS
- COVID-19
- lang:en
- mental health
- face mask
- risk
- hospitalization
- resources
- key worker
- protection
- People's Covid Inquiry
- response
- wellbeing
- travel
- London underground
- is:blog
- public transport
Annotators
URL
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- Aug 2021
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Pilditch, T. (2021). Why scientific evidence is no longer enough in public debate [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/98v2n
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www.theguardian.com www.theguardian.com
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the Guardian. “Wildfire Smoke Has Caused Rise in Covid Infections and Deaths, Study Finds,” August 13, 2021. http://www.theguardian.com/world/2021/aug/13/wildfire-smoke-covid-infections-deaths-study.
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www.abc.net.au www.abc.net.au
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ACT enters lockdown for seven days as four cases of COVID-19 recorded—ABC News. (n.d.). Retrieved August 12, 2021, from https://www.abc.net.au/news/2021-08-12/canberra-records-new-case-of-covid-19-sending-act-into-lockdown/100370616
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journals.sagepub.com journals.sagepub.com
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Effron, D. A., & Raj, M. (2020). Misinformation and Morality: Encountering Fake-News Headlines Makes Them Seem Less Unethical to Publish and Share. Psychological Science, 31(1), 75–87. https://doi.org/10.1177/0956797619887896
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Pillai, Raunak, and Lisa Fazio. “The Effects of Repeating False and Misleading Information on Belief.” PsyArXiv, August 3, 2021. https://doi.org/10.31234/osf.io/z78xm.
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- Jul 2021
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www.frontiersin.org www.frontiersin.org
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Li, M., Xu, Z., He, X., Zhang, J., Song, R., Duan, W., Liu, T., & Yang, H. (2021). Sense of Coherence and Mental Health in College Students After Returning to School During COVID-19: The Moderating Role of Media Exposure. Frontiers in Psychology, 12, 687928. https://doi.org/10.3389/fpsyg.2021.687928
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www.bmj.com www.bmj.com
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Dyer, O. (2021). Covid-19: Two thirds in India carry antibodies, while research suggests country’s death toll is 10 times official figure. BMJ, 374, n1856. https://doi.org/10.1136/bmj.n1856
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psyarxiv.com psyarxiv.com
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Lacassagne, D., Béna, J., & Corneille, O. (2021). Is Earth a Perfect Square? Repetition Increases the Perceived Truth of Highly Implausible Statements. PsyArXiv. https://doi.org/10.31234/osf.io/fce8z
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- Jun 2021
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twitter.com twitter.com
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Jeffrey Ely on Twitter: “The base-rate fallacy is about to become a daily nuisance when it comes to processing outbreak data in highly vaccinated societies. Here’s a cautionary tale.” / Twitter. (n.d.). Retrieved June 28, 2021, from https://twitter.com/Jeffely/status/1408500890999328770
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arxiv.org arxiv.org
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Landry, N. (2021). The effect of time-dependent infectiousness on epidemic dynamics. ArXiv:2106.10384 [Physics, q-Bio]. http://arxiv.org/abs/2106.10384
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www.medrxiv.org www.medrxiv.org
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V Shah, A. S., Gribben, C., Bishop, J., Hanlon, P., Caldwell, D., Wood, R., Reid, M., McMenamin, J., Goldberg, D., Stockton, D., Hutchinson, S., Robertson, C., McKeigue, P. M., Colhoun, H. M., & McAllister, D. A. (2021). Effect of vaccination on transmission of COVID-19: An observational study in healthcare workers and their households [Preprint]. Public and Global Health. https://doi.org/10.1101/2021.03.11.21253275
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- May 2021
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Wang, C. J. (2021). Contact-tracing app curbed the spread of COVID in England and Wales. Nature, d41586-021-01354–01358. https://doi.org/10.1038/d41586-021-01354-8
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www.frontiersin.org www.frontiersin.org
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Trout, L. J., & Kleinman, A. (2020). Covid-19 Requires a Social Medicine Response. Frontiers in Sociology, 5. https://doi.org/10.3389/fsoc.2020.579991
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covid-19.iza.org covid-19.iza.org
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Kowalik, Z., & Lewandowski, P. (2020). The Gender Gap in Aversion to COVID-19 Exposure: Evidence from Professional Tennis. IZA Discussion Paper, 13768.
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Barrick, E., Thornton, M. A., & Tamir, D. (2020). Mask exposure during COVID-19 changes emotional face processing. PsyArXiv. https://doi.org/10.31234/osf.io/yjfg3
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Munzert, S., Selb, P., Gohdes, A., Stoetzer, L. F., & Lowe, W. (2021). Tracking and promoting the usage of a COVID-19 contact tracing app. Nature Human Behaviour, 5(2), 247–255. https://doi.org/10.1038/s41562-020-01044-x
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- Apr 2021
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twitter.com twitter.com
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Dr Duncan Robertson. ‘The JCVI/MHRA Recommendation to Restrict Oxford/AZ in under-30s in the UK (Where There Is “low” Exposure Risk) Is consistent with the EMA Recommendation Not to Do so in Europe (Where There Is “Medium” or “High” Exposure Risk) Meaning the Risk/Benefit Balance Changes. Https://T.Co/C6SS9oN3Vz’. Tweet. @Dr_D_Robertson (blog), 7 April 2021. https://twitter.com/Dr_D_Robertson/status/1379808945750085643.
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www.thelancet.com www.thelancet.com
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Health, T. L. P. (2021). COVID-19 in France: Challenges and opportunities. The Lancet Public Health, 6(4), e192. https://doi.org/10.1016/S2468-2667(21)00054-2
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- Mar 2021
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data.cdc.gov data.cdc.gov
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Calgary, Open. ‘COVID-19 Case Surveillance Public Use Data with Geography | Data | Centers for Disease Control and Prevention’. Accessed 26 March 2021. https://data.cdc.gov/Case-Surveillance/COVID-19-Case-Surveillance-Public-Use-Data-with-Ge/n8mc-b4w4.
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www.medrxiv.org www.medrxiv.org
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López, J. A. M., Arregui-Garcĺa, B., Bentkowski, P., Bioglio, L., Pinotti, F., Boëlle, P.-Y., Barrat, A., Colizza, V., & Poletto, C. (2020). Anatomy of digital contact tracing: Role of age, transmission setting, adoption and case detection. MedRxiv, 2020.07.22.20158352. https://doi.org/10.1101/2020.07.22.20158352
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www.pnas.org www.pnas.org
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Hong, B., Bonczak, B. J., Gupta, A., Thorpe, L. E., & Kontokosta, C. E. (2021). Exposure density and neighborhood disparities in COVID-19 infection risk. Proceedings of the National Academy of Sciences, 118(13). https://doi.org/10.1073/pnas.2021258118
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Olliaro, P. (2021). What does 95% COVID-19 vaccine efficacy really mean? The Lancet Infectious Diseases, 0(0). https://doi.org/10.1016/S1473-3099(21)00075-X
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Mathur, Rohini, Laura Bear, Kamlesh Khunti, and Rosalind M. Eggo. ‘Urgent Actions and Policies Needed to Address COVID-19 among UK Ethnic Minorities’. The Lancet 396, no. 10266 (12 December 2020): 1866–68. https://doi.org/10.1016/S0140-6736(20)32465-X.
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psyarxiv.com psyarxiv.com
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Kartushina, N., Mani, N., AKTAN-ERCIYES, A., Alaslani, K., Aldrich, N. J., Almohammadi, A., … Mayor, J. (2021, March 5). COVID-19 first lockdown as a unique window into language acquisition: What you do (with your child) matters. https://doi.org/10.31234/osf.io/5ejwu
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- is:preprint
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Annotators
URL
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www.pnas.org www.pnas.org
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Damialis, A., Gilles, S., Sofiev, M., Sofieva, V., Kolek, F., Bayr, D., Plaza, M. P., Leier-Wirtz, V., Kaschuba, S., Ziska, L. H., Bielory, L., Makra, L., Trigo, M. del M., Group, C.-19/POLLEN study, & Traidl-Hoffmann, C. (2021). Higher airborne pollen concentrations correlated with increased SARS-CoV-2 infection rates, as evidenced from 31 countries across the globe. Proceedings of the National Academy of Sciences, 118(12). https://doi.org/10.1073/pnas.2019034118
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www.google.co.uk www.google.co.uk
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Greene, G. (1999). The Woman who Knew Too Much: Alice Stewart and the Secrets of Radiation. University of Michigan Press.
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www.medrxiv.org www.medrxiv.org
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Bi, Qifang, Justin Lessler, Isabella Eckerle, Stephen A. Lauer, Laurent Kaiser, Nicolas Vuilleumier, Derek AT Cummings, et al. “Household Transmission of SARS-CoV-2: Insights from a Population-Based Serological Survey.” MedRxiv, January 16, 2021, 2020.11.04.20225573. https://doi.org/10.1101/2020.11.04.20225573.
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- Feb 2021
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twitter.com twitter.com
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Carl T. Bergstrom. (2021, January 31). A somewhat technical thread about measuring vaccine efficacy. We’re used to the notion that certain properties of tests for disease depend on prevalence: Positive and negative predictive value do, for example, whereas sensitivity and specificity do not. [Tweet]. @CT_Bergstrom. https://twitter.com/CT_Bergstrom/status/1355762090078703621
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Wong, F., & Collins, J. J. (2020). Evidence that coronavirus superspreading is fat-tailed. Proceedings of the National Academy of Sciences, 117(47), 29416–29418. https://doi.org/10.1073/pnas.2018490117
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Seitz, B. M., Aktipis, A., Buss, D. M., Alcock, J., Bloom, P., Gelfand, M., Harris, S., Lieberman, D., Horowitz, B. N., Pinker, S., Wilson, D. S., & Haselton, M. G. (2020). The pandemic exposes human nature: 10 evolutionary insights. Proceedings of the National Academy of Sciences, 117(45), 27767–27776. https://doi.org/10.1073/pnas.2009787117
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psyarxiv.com psyarxiv.com
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Etilé, F., & Geoffard, P. (2020, November 10). ANXIETY INCREASES THE WILLINGNESS TO BE EXPOSED TO COVID-19 RISK AMONG YOUNG ADULTS IN FRANCE. https://doi.org/10.31234/osf.io/5ntzc
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www.nature.com www.nature.com
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Loomba, S., de Figueiredo, A., Piatek, S. J., de Graaf, K., & Larson, H. J. (2021). Measuring the impact of COVID-19 vaccine misinformation on vaccination intent in the UK and USA. Nature Human Behaviour, 1–12. https://doi.org/10.1038/s41562-021-01056-1
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- Jan 2021
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covid-19.iza.org covid-19.iza.org
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Lewandowski. P., Lipowska. K., Magda. I., (2020) The Gender Dimension of Occupational Exposure to Contagion in Europe Institute of labor economics. Retrieved from: https://covid-19.iza.org/publications/dp13336/
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covid-19.iza.org covid-19.iza.org
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Schwand. H., (2020). Pregnancy during the Pandemic. Institute of Labor Economics. Retrieved from: https://covid-19.iza.org/publications/pp161/
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- Dec 2020
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www.bmj.com www.bmj.com
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Jones. N. R., (2020) Two metres or one: what is the evidence for physical distancing in covid-19? thebmj. Retrieved from: https://www.bmj.com/content/370/bmj.m3223
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www.theguardian.com www.theguardian.com
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Grover, N. (2020, December 7). WHO looks at giving Covid-19 to healthy people to speed up vaccine trials. The Guardian. https://www.theguardian.com/world/2020/dec/07/who-looks-at-giving-covid-to-healthy-people-to-speed-up-vaccine-trials
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psyarxiv.com psyarxiv.com
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Cargnino. M., Neubaum. G., Winter. S., (2020) We're a Good Match: Selective Political Friending on Social Networking Sites. PSyarxiv. Retrieved from: https://psyarxiv.com/9dmgf/
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www.npr.org www.npr.org
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Think Health Care Workers Are Tested Often For The Coronavirus? Think Again. (n.d.). NPR.Org. Retrieved December 9, 2020, from https://www.npr.org/2020/12/07/943945361/think-health-care-workers-are-tested-often-for-covid-19-think-again
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- Oct 2020
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news.gallup.com news.gallup.com
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Inc, G. (2020, October 13). COVID-19 and Remote Work: An Update. Gallup.Com. https://news.gallup.com/poll/321800/covid-remote-work-update.aspx
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www.idsociety.org www.idsociety.org
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“Herd Immunity” is Not an Answer to a Pandemic. (n.d.). Retrieved October 17, 2020, from https://www.idsociety.org/news--publications-new/articles/2020/herd-immunity-is-not-an-answer-to-a-pandemic/
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covid-19.iza.org covid-19.iza.org
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COVID-19 and the Labor Market. (n.d.). IZA – Institute of Labor Economics. Retrieved October 10, 2020, from https://covid-19.iza.org/publications/dp13599/
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doi.apa.org doi.apa.org
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Long-term effectiveness of inoculation against misinformation: Three longitudinal experiments. - PsycNET. (n.d.). Retrieved October 10, 2020, from /doiLanding?doi=10.1037%2Fxap0000315
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Houghton, J. P. (2020). Interdependent Diffusion: The social contagion of interacting beliefs. ArXiv:2010.02188 [Physics]. http://arxiv.org/abs/2010.02188
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- Sep 2020
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CNN, A. K. (n.d.). Fewer than 10% in the US have antibodies to the novel coronavirus. CNN. Retrieved September 29, 2020, from https://www.cnn.com/2020/09/25/health/coronavirus-antibodies-dialysis-patients/index.html
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link.springer.com link.springer.com
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Caniglia, E.C., Murray, E.J. (2020) Difference-in-Difference in the Time of Cholera: a Gentle Introduction for Epidemiologists. Current Epidemiology Reports. https://doi.org/10.1007/s40471-020-00245-2
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psyarxiv.com psyarxiv.com
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Tillman, G. (2020). Disordered Social Media Use and Fear of COVID-19 and the Association with Stress and Depression. https://doi.org/10.31234/osf.io/dbg62
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www.medrxiv.org www.medrxiv.org
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Friston, K., Costello, A., & Pillay, D. (2020). Dark matter, second waves and epidemiological modelling. MedRxiv, 2020.09.01.20185876. https://doi.org/10.1101/2020.09.01.20185876
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advances.sciencemag.org advances.sciencemag.org
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Holman, E. A., Thompson, R. R., Garfin, D. R., & Silver, R. C. (2020). The unfolding COVID-19 pandemic: A probability-based, nationally representative study of mental health in the U.S. Science Advances, eabd5390. https://doi.org/10.1126/sciadv.abd5390
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cognitiveresearchjournal.springeropen.com cognitiveresearchjournal.springeropen.com
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Ecker, U. K. H., Lewandowsky, S., & Chadwick, M. (2020). Can corrections spread misinformation to new audiences? Testing for the elusive familiarity backfire effect. Cognitive Research: Principles and Implications, 5(1), 41. https://doi.org/10.1186/s41235-020-00241-6
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academic.oup.com academic.oup.com
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Kahn, R., Kennedy-Shaffer, L., Grad, Y. H., Robins, J. M., & Lipsitch, M. (n.d.). Potential Biases Arising from Epidemic Dynamics in Observational Seroprotection Studies. American Journal of Epidemiology. https://doi.org/10.1093/aje/kwaa188
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www.medrxiv.org www.medrxiv.org
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Aziz, N. A., Corman, V. M., Echterhoff, A. K. C., Richter, A., Schmandke, A., Schmidt, M. L., Schmidt, T. H., Vries, F. M. D., Drosten, C., & Breteler, M. M. B. (2020). Seroprevalence and correlates of SARS-CoV-2 neutralizing antibodies: Results from a population-based study in Bonn, Germany. MedRxiv, 2020.08.24.20181206. https://doi.org/10.1101/2020.08.24.20181206
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psyarxiv.com psyarxiv.com
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Rodriguez, C. G., Gadarian, S. K., Goodman, S. W., & Pepinsky, T. (2020). Morbid Polarization: Exposure to COVID-19 and Partisan Disagreement about Pandemic Response [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/wvyr7
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- Aug 2020
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psyarxiv.com psyarxiv.com
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Tybur, J. M., Lieberman, D., Fan, L., Kupfer, T., & de Vries, R. E. (2020). Behavioral immune tradeoffs: Interpersonal value relaxes social pathogen avoidance [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/ec8uw
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6 feet may not always be enough distance to protect from COVID-19. (n.d.). NBC News. Retrieved August 28, 2020, from https://www.nbcnews.com/health/health-news/6-feet-may-not-always-be-enough-distance-protect-covid-n1238083
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