experience knowledge and beliefs Flashcards

1
Q

Knowledge

A

Facts, information, and skills acquired through experience or education

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2
Q

Ruiz and Bell (2021) –> what made people get vaccinated against COVID19, what were the predictors of this study?

A

General knowledge about vaccines
Acceptance of vaccine conspiracies
Reliance on social media for COVID-19 information
Geographic location where people lived

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3
Q

when were people more likely to get vaccinated?

A

More accurate general knowledge of vaccines

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4
Q

Intention to get vaccinated was lower when

A

higher belief in conspiracy theories about vaccines and had a Preference for Social Media

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5
Q

what is a problem with the vaccine study?

A

can tell us about Intention…what about behaviour?

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6
Q

Hochbaum (1958) study - Did knowledge about TB motivate people to voluntarily get a chest x-ray to screen for it? method

A

90 standardized questions
Free responses recorded verbatim, and later coded to analyse their content

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7
Q

what was hochbaums sample?

A

Interviews conducted face-to-face with participants
Recruitment
Random sample of city residents over 25 years of age

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8
Q

what was peoples knowledge about TB?

A

97% knew it is important to start treatment early

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9
Q

DID GENERAL KNOWLEDGE effect whether people got tested for TB?

A

General Knowledge didn’t matter much!
People who knew a lot about TB: 49% voluntarily x-rayed
People who didn’t know a lot about TB:41% voluntarily x-rayed

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10
Q

what did matter for people to get tested against TB?

A

specific knowledge
Participants who stated correctly that X-rays could detect the presence of TB before a person would be aware of any symptoms:43% voluntarily x-rayed
Whereas participants who didn’t know this: 21% voluntarily x-rayed

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11
Q

as well as knowledge what was important for a TB xray

A

belief

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12
Q

correctly informed vs informed and accepted the info

A

Correctly informed
43% x-rayed
Correctly informed and accept that information
76% x-rayed
Correctly informed but don’t accept that information
30% x-rayed

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13
Q

for turburculis xray study what matterd most for them to get an xray

A

Correctly informed and accept that information
that was

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14
Q

who was least likely to get xray for tb?

A

Correctly informed but don’t accept that information
30% x-rayed
Incorrectly informed
21% x-rayed

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15
Q

why did more people in Cleveland get xrays?

A

Cleveland also had a steady public educational campaign suggesting Public education campaigns might make a big difference in behaviour

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16
Q

what was the hiv study researching?

A

Can an educational campaign reduce the spread of STIs, by changing knowledge and changing behaviour?

17
Q

what was method of hiv study?

A
  • baseline study to find out what people know about HIV
  • Three sessions of interactive lectures about
  • visits by outreach workers to provide advice
  • posters and pamphlets about knowledge and suseptibilty
18
Q

conditions of HIV research

A

Test Site 1: Educational Intervention
Test Site 2: Educational Intervention
Control: No Intervention

19
Q

If intervention is effective, there will be a difference between - hiv study

A

Baseline and Evaluation
At the Test Sites
But NOT at the Control Site

20
Q

results of HIV study

A

CSW Knowledge about AIDS and STDs was higher after the intervention (at evaluation)
Effect was larger at the Test Sites, but still somewhat present at Control

21
Q

condom use after the intervention

A

CSW condom use in last month was higher after the intervention (i.e. at evaluation)
Only at the Test Sites (though near ceiling at the Control Site)

22
Q

CSW asking/helping a client to use a condom

A

CSW asking/helping a client to use a condom was higher after the intervention
At All Sites (though larger effect at the Test Sites)

23
Q

Pimps encouraged CSWs to use a condom more

A

Pimps encouraged CSWs to use a condom more often after the intervention
Only at Test Sites

24
Q

conlusions of HIV study

A

Effects generally larger at Test Sites than Control
As predicted
But still some effects at the Control Site!
Strong evidence that the intervention was effective:
On CSW knowledge of STDs
On pimps encouraging condom use

25
Client Knowledge about AIDS and STDs was
Client Knowledge about AIDS and STDs was higher after the intervention (at evaluation) Effect was only present at the Test Sites
26
Clients condom usage after intervention
the intervention Only at the Test Sites (though similar change at Control Site) More clients reported using a condom after the intervention Larger effect at the Test Sites
27
the intervention had causal effect on
On client knowledge of AIDS and STDs On clients being asked to use condoms On clients using condoms recently
28
Why were there differences between Baseline and Evaluation at the Control Site
The Test and Control Sites were in the same city, and CSWs and Clients may move, or talk May be influences other than the intervention
29
good research sample
Representativeness (i.e. of population) Sample size is important, but only because we care about representativeness Sample size isn’t necessarily the most important factor in of itself Diversity (i.e. generalisability across regions and nations) Independence of experimental groups (i.e. Test and Control)
30
Identifying causality is ultimately crucial - what are the different ways to accomplish this?
Experimental manipulation E.g. create a situation where people in different places receive different amounts of education “Natural” experiment E.g. make use of a situation where people in different places receive different kinds of education
31
can educational interventions change behaviour?
Educational campaigns or interventions can likely change behaviour by changing knowledge But they don’t always work as you would like them to. Rigorous empirical testing is as important as it is difficult. Just because empirical testing is scientifically valid doesn’t mean it is always ethical
32
is knowledge enough on its own?
It’s not just how much you know… It is also about what you know… And, more importantly, what you accept. So, beliefs are as important as knowledge and education For understanding why people act in ways that benefit themselves, and the public good