Description

The question of how relevant, reliable and truthful information that does not always lead to a readily available answer.
evolves over millennia to judge the information it processes as acceptable or false
psychologists have suggested that the accumulation of this knowledge is the key factor to how people cast judgement and form opinions
an unconscious weighting of features in the brain that is continually adjusted whenever new information is processed.
Name of university Charles Lord conducted an experiment in to test the existence of bias in the brain and how it could be altered to favour certain opinions
Charles Lord's _________ was that if a person was given knowledge that challenged their understanding of a topic, their own views would be replaced by a neutral opinion
Brain could be persuaded to believe in these ideas (according to Lord)
Lord collected 48 students, half that believed in this
What all students were given upon entering the experiment room
After reading each case study, students did watched this
Followed the arguments
If students did this, they would hypothetically veer toward a middle ground in their views
None of the 48 students became this
People for capital punishment that rose from 3.1 to 3.2
People with an original support rating of -1.8 decreasing to -2.2
Rather than eliminating the bias in people's minds, exposure to factual knowledge only increases this
students on either side of the argument had not processed the information they received this way
First record of confirmation bias
Type of bias where it is the tendency of people to favour information that only confirms their existing beliefs of hypotheses
in Lord's experiment, the students favouring capital punishment would mainly register facts that supported this
This unconscious behaviour has also been recognised in successive research
confirmation bias shows that our brain's judgement process is not this
of how the mind is persuaded; after all, as if it cannot be convinced by rational fact, what can it be convinced by
can we ever correct this in our brains, a factor of decision-making that influences our opinions and behaviour?
Lord's study on Stanford students also investigated how to
divided students into two groups, giving each group a separate instruction
One group's task was to analyse this way
Second group considered what their opinions would have been if the research opposed this
In the end, the study showed this group's confirmation bias was eliminated.

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Frequently Asked Questions

What is a crossword?

Crossword puzzles have been published in newspapers and other publications since 1873. They consist of a grid of squares where the player aims to write words both horizontally and vertically.

Next to the crossword will be a series of questions or clues, which relate to the various rows or lines of boxes in the crossword. The player reads the question or clue, and tries to find a word that answers the question in the same amount of letters as there are boxes in the related crossword row or line.

Some of the words will share letters, so will need to match up with each other. The words can vary in length and complexity, as can the clues.

Who is a crossword suitable for?

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Crosswords can use any word you like, big or small, so there are literally countless combinations that you can create for templates. It is easy to customise the template to the age or learning level of your students.

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Are crosswords good for students?

Crosswords are a great exercise for students' problem solving and cognitive abilities. Not only do they need to solve a clue and think of the correct answer, but they also have to consider all of the other words in the crossword to make sure the words fit together.

Crosswords are great for building and using vocabulary.

If this is your first time using a crossword with your students, you could create a crossword FAQ template for them to give them the basic instructions.

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