O estudo de sistemas complexos nos ajuda a entender como regras locais simples podem gerar padrões agregados complexos e muitas vezes inesperados. Quando as regras são bem definidas e os padrões observáveis, o sistema pode ser modelado e seus resultados comparados. Um dos maiores desafios para a modelagem de sistemas complexos é definir a regra de interação responsável pelo comportamento complexo. Em dinâmica de opiniões, padrão complexo e inesperado pode ser o súbito consenso ou até mesmo a polarização, e objetivo, então, se torna verificar em que circunstâncias podemos observar pessoas concordarem ou descordarem. Embora haja uma série de modelos de dinâmica de opiniões para descrever como as pessoas interagem, cada um define a regra de formação da opinião de forma ad hoc. O modelo CODA (Continuous opinions and Discret Actions) propõe uma fundamentação teórica para os modelos de dinâmica de opiniões baseada em teoria de probabilidade. Suas aplicações se estendem desde estudos sobre inovação à epistemologia. Nesta dissertação, aprofundamos os estudos de epistemologia que envolvem o CODA, investigando principalmente o efeito da confiança no processo de confirmação cientifica. Nossas simulações corroboram investigações sociológicas e históricas sobre o papel fundamental da confiança no processo de aquisição e geração do conhecimento / The study of complex systems helps us understand how simple local rules can generate complex and often unexpected aggregate patterns. When the rules are well defined and patterns observed, the system can be modeled and its results compared. One of the major challenges for modeling complex systems is to define a rule of interaction responsible for complex behavior. In opinion dynamics, complex and unexpected pattern may be the sudden consensus or even a polarization, so the aim it is to verify under what circumstances we can observe agreement or disagreement. Although there are a number of models of opinion dynamics to describe how people should interact with each other, each one defines an ad hoc opinion formation rule. The model of opinion dynamics CODA (Continuous Opinions and Discret Actions) proposes a theoretical framework for the models of opinion dynamics, based on probability theory. Their applications range from studies on innovation to epistemology. In this dissertation, we deepen the studies of epistemology that involve the CODA, investigating mainly the effect of the trust in the process of scientific confirmation. Our simulations corroborates sociological and historical researches on the role of trust in the process of acquisition and generation of knowledge

abstract: Previous research from Rajsic et al. (2015, 2017) suggests that a visual form of confirmation bias arises during visual search for simple stimuli, under certain conditions, wherein people are biased to seek stimuli matching an initial cue color even when this strategy is not optimal. Furthermore, recent research from our lab suggests that varying the prevalence of cue-colored targets does not attenuate the visual confirmation bias, although people still fail to detect rare targets regardless of whether they match the initial cue (Walenchok et al. under review). The present investigation examines the boundary conditions of the visual confirmation bias under conditions of equal, low, and high cued-target frequency. Across experiments, I found that: (1) People are strongly susceptible to the low-prevalence effect, often failing to detect rare targets regardless of whether they match the cue (Wolfe et al., 2005). (2) However, they are still biased to seek cue-colored stimuli, even when such targets are rare. (3) Regardless of target prevalence, people employ strategies when search is made sufficiently burdensome with distributed items and large search sets. These results further support previous findings that the low-prevalence effect arises from a failure to perceive rare items (Hout et al., 2015), while visual confirmation bias is a bias of attentional guidance (Rajsic et al., 2015, 2017). / Dissertation/Thesis / Doctoral Dissertation Psychology 2018

O estudo de sistemas complexos nos ajuda a entender como regras locais simples podem gerar padrões agregados complexos e muitas vezes inesperados. Quando as regras são bem definidas e os padrões observáveis, o sistema pode ser modelado e seus resultados comparados. Um dos maiores desafios para a modelagem de sistemas complexos é definir a regra de interação responsável pelo comportamento complexo. Em dinâmica de opiniões, padrão complexo e inesperado pode ser o súbito consenso ou até mesmo a polarização, e objetivo, então, se torna verificar em que circunstâncias podemos observar pessoas concordarem ou descordarem. Embora haja uma série de modelos de dinâmica de opiniões para descrever como as pessoas interagem, cada um define a regra de formação da opinião de forma ad hoc. O modelo CODA (Continuous opinions and Discret Actions) propõe uma fundamentação teórica para os modelos de dinâmica de opiniões baseada em teoria de probabilidade. Suas aplicações se estendem desde estudos sobre inovação à epistemologia. Nesta dissertação, aprofundamos os estudos de epistemologia que envolvem o CODA, investigando principalmente o efeito da confiança no processo de confirmação cientifica. Nossas simulações corroboram investigações sociológicas e históricas sobre o papel fundamental da confiança no processo de aquisição e geração do conhecimento / The study of complex systems helps us understand how simple local rules can generate complex and often unexpected aggregate patterns. When the rules are well defined and patterns observed, the system can be modeled and its results compared. One of the major challenges for modeling complex systems is to define a rule of interaction responsible for complex behavior. In opinion dynamics, complex and unexpected pattern may be the sudden consensus or even a polarization, so the aim it is to verify under what circumstances we can observe agreement or disagreement. Although there are a number of models of opinion dynamics to describe how people should interact with each other, each one defines an ad hoc opinion formation rule. The model of opinion dynamics CODA (Continuous Opinions and Discret Actions) proposes a theoretical framework for the models of opinion dynamics, based on probability theory. Their applications range from studies on innovation to epistemology. In this dissertation, we deepen the studies of epistemology that involve the CODA, investigating mainly the effect of the trust in the process of scientific confirmation. Our simulations corroborates sociological and historical researches on the role of trust in the process of acquisition and generation of knowledge

abstract: As deception in cyberspace becomes more dynamic, research in this area should also take a dynamic approach to battling deception and false information. Research has previously shown that people are no better than chance at detecting deception. Deceptive information in cyberspace, specifically on social media, is not exempt from this pitfall. Current practices in social media rely on the users to detect false information and use appropriate discretion when deciding to share information online. This is ineffective and will predicatively end with users being unable to discern true from false information at all, as deceptive information becomes more difficult to distinguish from true information. To proactively combat inaccurate and deceptive information on social media, research must be conducted to understand not only the interaction effects of false content and user characteristics, but user behavior that stems from this interaction as well. This study investigated the effects of confirmation bias and susceptibility to deception on an individual’s choice to share information, specifically to understand how these factors relate to the sharing of false controversial information. / Dissertation/Thesis / Masters Thesis Human Systems Engineering 2019

Studien har syftat till att undersöka om det fanns ett samband mellan individers självkänsla och sociala medier i relation till ålder. Studien sökte även besvara om individer sökte bekräftelse genom sociala medier. Dessutom undersöktes om det fanns en korrelation mellan aktivitet och ålder på sociala medier. Sociala medier definierades i samband med denna studie till Instagram och Facebook. Data samlades in genom en kvantitativ enkätundersökning. Självkänsla mättes genom Rosenberg Self-Esteem Scale (RSES). Insamlad data hanterades i SPSS och analyserades genom korrelationer och mellangrupps-ANOVA. Det fanns en signifikant skillnad i självkänsla mellan grupperna yngre och äldre. Det påvisades inget signifikant samband mellan självkänsla och aktivitet på sociala medier. Det fanns en signifikant negativ korrelation mellan ålder och behovet av bekräftelse. En slutsats från denna uppsats är att unga tycks söka bekräftelse via sociala medier men att de inte tycks erhålla någon högre självkänsla genom sin närvaro i sociala medier. / The study aims to investigate whether there was a connection between individuals' self-esteem and social media in relation to age. The study also sought to answer whether individuals sought confirmation through social media. In addition, it was examined whether there was a correlation between activity and age on social media. Social media was defined in connection with this study for Instagram and Facebook. Data was collected through a quantitative survey. Self-esteem was measured by Rosenberg Self-Esteem Scale (RSES). Collected data was handled in SPSS and analyzed by correlations and intergroup ANOVA. There was a significant difference in self-esteem between the groups younger and older. There was no significant correlation between self-esteem and activity on social media. There was a significant negative correlation between age and need for confirmation. One conclusion from this study is that young people seem to seek confirmation via social media but that they do not seem to receive any higher self-esteem through their presence in social media.

There is a need to explore ways to better motivate students in instruction, as student motivation is an issue confronting teachers at all levels of education. Instructor-student rapport (ISR), a multidimensional concept comprised of students’ enjoyable interaction and personal connection with instructors, has potential to offer educators a tool for increasing these important student outcomes. Further, self-determination theory (SDT) may have utility for illustrating the psychological mechanisms through which instructors influence students by building rapport. First, this study explored what behaviors instructors should employ to build ISR with students. Specifically, prosocial humor (related and unrelated) and confirmation (responding to questions, demonstrating interest, ad teaching style) were investigated as instructor rapport-building behaviors. Results showed that instructors’ use of related humor, demonstration of interest, and teaching style were significant predictors of both dimensions of ISR; mixed results were found for both responding to questions and unrelated humor. Second, this study considered whether ISR was a significant predictor of student outcomes: intrinsic motivation, perceived cognitive learning, and academic performance. While enjoyable interaction was a significant, positive predictor of all three outcomes, personal connection was not a significant, positive predictor of any student outcomes. In fact, personal connection was a significant, negative predictor of perceived cognitive learning. Third, this study explored whether ISR served as a mediator between these rapport-building behaviors and student outcomes as posited by SDT. Enjoyable interaction was a significant mediator in a majority of the models. However, personal connection was not a positive mediator in any models and served as a negative mediator when predicting perceived cognitive learning. Theoretical implications for this study’s findings, along with practical tips for instructors hoping to build ISR with students, are forwarded. In addition, future directions and limitations are discussed.

Confirmation bias occurs when a person believes in or searches for evidence to support his or her favored theory while ignoring or excusing disconfirmatory evidence and is disinclined to change his or her belief once he or she arrives at a conclusion. The purpose of this quantitative study was to examine whether emotionally charged evidence and evidence presentation order could influence an investigator's belief in a suspect's guilt. The study included 166 sworn police officers (basic training recruits, patrol officers, and criminal investigators) who completed online surveys in response to criminal vignettes across different scenarios to record their measure of guilt belief. Analysis of variance was used to assess the relationship between the 3 independent variables: duty assignment (recruit, patrol, investigator), scenario condition (child and adult sexual assault), and evidence presentation order (sequential, simultaneous, reverse sequential). The dependent variable was confirmation bias (Likert-scaled 0-10 guilt judgment). According to the study results, confirmation bias was least evident in criminal investigators with more experience and training, and both emotion and evidence presentation order can influence guilt judgment. The findings generalize to criminal investigators and attest to the importance of working to include and exclude suspects and to withhold judgment until all available evidence is analyzed. Investigators benefit from this study and through their improved decision making, society benefits as well. This study will contribute to the need for professional dialogue concerning objective fact finding by criminal investigators and avoiding incidents of wrongful conviction.

The purpose of this research was to discover what meaning adult candidates for Anglican confirmation gave to their confirmation, how they experienced the ritual and what place confirmation had in their continuing faith journey. The research report retells the stories of eight adults. The stories of four are presented as case studies. The baptism/ confirmation stories of all research participants are presented as metaphors, a form of 'systematic thematic analysis' (Plummer 1983). For the study I adopted a life history, case study approach (Jones 1983; Plummer 1983; Minichiello et al. 1995) drawing on the insights of ritual theory (Turner 1969, 1972, 1976) and the concept of transitional phenomena proposed by Winnicott (1965, 1971). Two sets of contextual factors formed the background to the study: the Church's tradition and its debates about confirmation and the attitudes of lay people about their faith and about the Church. The research method involved a grounded theory approach. The principal data creation techniques were in-depth interview and the Faith Autobiography pro forma. Following the initial interviews, each research participant was sent a summary of the research findings (Summary of themes). The Summary gave the metaphors which emerged from the interviews, together with brief notes on the concepts used to interpret the data. Responses from the research participants were incorporated into the final form of the metaphors: Belonging to myself, Returning/ Starting over, Growing up, Joining the family and Making a commitment. Most research participants did not regard baptism/confirmation as joining the Church: rather they saw themselves as belonging to the Church already; neither were they concerned with becoming Anglicans. For the majority, the transition they made in baptism/confirmation paralleled another life transition which was taking place or was expected to take place. Taking part in the research helped form the participants� ideas about baptism/confirmation. While the catechumenal process is able to provide a holding environment in which candidates for baptism/confirmation can explore the transitions in which they are involved, the initiation liturgy should reflect the �return� motif which emphasises incorporation as well as the traditional Exodus motif which emphasises separation.

<p>This is a study of how young flutists experience playing their instrument and having music lessons, especially what they think is most enjoyable. 27 flutists between the ages of 8 and 19 years old, from three different municipal schools of music in central Sweden, were interviewed during spring 2000.</p><p>Some of the conclusions are that enjoyment coincides with meaningful when you are in a musical context, and when your progress is confirmed by the teacher.</p><p>The study is to be seen as some examples of different things that young flutists find enjoyable. It is not an enumeration of recommended items in teaching, rather some thoughts about the positive experiences of playing the flute, and how teachers may relate to that.</p>

<p>The aim with my work was to gain a deeper understanding of some adult adopted children’s experiences and reflections about which role parent ship plays for the adopted child’s development of identity. Following questions have been in focus: What does a working parent ship imply, seen from the perspective of adopted child? In which way can the development of identity for the adopted child be supported by a functional parent ship? Semi-structured interviews were carried out with the two following themes: Support and confirmation. The sample consisted of five foreign-adopted between the age of 18 and 37 years. The result showed that the major part of the interview had a common picture of what a functional parent ship should be in order for an adopted child to have a favourable development of the identity, namely to have an understanding of how it is to be adopted, as being the most important and the sole base for the parent-ship. The discussion concerned obstacles and possibilities for a functional parent ship regarding the adopted child’s development of identity.</p>