Approaches to the study of negative learning

Abstract

This paper presents several suggestions about the study of negative learning. First, while much negative learning is both factually incorrect and social undesirable, we should separate these two attributes, as they are distinct and can refl ect different causal mechanisms. Second, it is essential that we investigate negative learning in the context of larger societal and political trends, and doing so will often require complex models with moderation and reciprocal causation. Third, we should apply three criteria in selecting sources to examine: archetypal content, readership, and impact. Devising appropriate measures of impact will be challenging for both technical and ethical reasons. Finally, while basic research is important in this domain, it is essential that we also focus on applied research with practical implications.