{"id":{"repo_id":"cork","oai_identifier":"oai:cora.ucc.ie:10468/17487"},"canonical_url":"https://search.dev.ndltd.org/etd/cork/oai:cora.ucc.ie:10468/17487","repository":{"repo_id":"cork","name":"University College Cork","base_url":"https://cora.ucc.ie/server/oai/request"},"display":{"title":"Teaching and measuring critical thinking as a Mmans of improving appraisal of conspiracy theories","abstract":"The research questions underlying this thesis are centred around the following question: how can we measure and teach critical thinking skills as a means of improving critical discernment between plausible and implausible conspiracy theories? For this purpose, this thesis consists of four studies that aim to address a core gap in the existing literature. First, there has been no review to date that has comprehensively compared the efficacy of psychological interventions to challenge conspiracy beliefs. To design interventions to increase critical appraisal of conspiracy theories, there needs to be a review to see how both interventions and measurements for conspiracy ideation have been handled to date. Second, in order to teach critical appraisal of conspiracy theories, there needs to be a way of measuring whether participants are learning those skills. In Study 2 I design a novel assessment to achieve this goal. Third, there needs to be an experimental study to establish whether critical appraisal of conspiracy theories can be increased by way of promising interventions. Based on the most effective interventions identified in Study 1, there needs to be a direct comparison to identify which interventions are the most effective at increasing critical appraisal of conspiracy theories. Finally, I want to ascertain whether the principles we learned from Study 3 can be condensed into a serious game that would likely be more enjoyable to take part in and motivate more people to enrol in this intervention.","abstract_html":"The research questions underlying this thesis are centred around the following question: how can we measure and teach critical thinking skills as a means of improving critical discernment between plausible and implausible conspiracy theories? For this purpose, this thesis consists of four studies that aim to address a core gap in the existing literature. First, there has been no review to date that has comprehensively compared the efficacy of psychological interventions to challenge conspiracy beliefs. To design interventions to increase critical appraisal of conspiracy theories, there needs to be a review to see how both interventions and measurements for conspiracy ideation have been handled to date. Second, in order to teach critical appraisal of conspiracy theories, there needs to be a way of measuring whether participants are learning those skills. In Study 2 I design a novel assessment to achieve this goal. Third, there needs to be an experimental study to establish whether critical appraisal of conspiracy theories can be increased by way of promising interventions. Based on the most effective interventions identified in Study 1, there needs to be a direct comparison to identify which interventions are the most effective at increasing critical appraisal of conspiracy theories. Finally, I want to ascertain whether the principles we learned from Study 3 can be condensed into a serious game that would likely be more enjoyable to take part in and motivate more people to enrol in this intervention.","abstract_has_math":false,"creators":["O'Mahony, Cian James"],"institution":"University College Cork","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":["Murphy, Gillian","Linehan, Conor"],"committee_chairs":[],"committee_members":[],"year":2024,"date_issued":"2024","date_published":"2024","updated_at":"2026-07-24T01:46:08Z","subjects":["Critical thinking","Conspiracy beliefs","Intervention"],"languages":["en"],"rights":["© 2024, Cian James O'Mahony."],"rights_urls":["https://creativecommons.org/licenses/by/4.0/"],"identifier_entries":[]},"links":{"outbound_url":"https://hdl.handle.net/10468/17487","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Murphy, Gillian","Linehan, Conor"]},{"key":"dc:creator","label":"Author","values":["O'Mahony, Cian James"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2025-05-14T11:33:58Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2025-05-14T11:33:58Z"]},{"key":"dc:date.issued","label":"Date","values":["2024"]},{"key":"dc:publisher","label":"Institution","values":["University College Cork"]},{"key":"dc:type","label":"Dc Type","values":["Doctoral thesis"]},{"key":"dc:type.qualificationlevel","label":"Dc Type Qualificationlevel","values":["Doctoral"]},{"key":"dc:type.qualificationname","label":"Dc Type Qualificationname","values":["PhD - Doctor of Philosophy"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Critical thinking","Conspiracy beliefs","Intervention"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["en"]},{"key":"dc:rights","label":"Dc Rights","values":["© 2024, Cian James O'Mahony."]},{"key":"dc:rights.uri","label":"Rights URI","values":["https://creativecommons.org/licenses/by/4.0/"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://hdl.handle.net/10468/17487"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The research questions underlying this thesis are centred around the following question: how can we measure and teach critical thinking skills as a means of improving critical discernment between plausible and implausible conspiracy theories? For this purpose, this thesis consists of four studies that aim to address a core gap in the existing literature. First, there has been no review to date that has comprehensively compared the efficacy of psychological interventions to challenge conspiracy beliefs. To design interventions to increase critical appraisal of conspiracy theories, there needs to be a review to see how both interventions and measurements for conspiracy ideation have been handled to date. Second, in order to teach critical appraisal of conspiracy theories, there needs to be a way of measuring whether participants are learning those skills. In Study 2 I design a novel assessment to achieve this goal. Third, there needs to be an experimental study to establish whether critical appraisal of conspiracy theories can be increased by way of promising interventions. Based on the most effective interventions identified in Study 1, there needs to be a direct comparison to identify which interventions are the most effective at increasing critical appraisal of conspiracy theories. Finally, I want to ascertain whether the principles we learned from Study 3 can be condensed into a serious game that would likely be more enjoyable to take part in and motivate more people to enrol in this intervention."]},{"key":"dc:format.mimetype","label":"Dc Format Mimetype","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["Teaching and measuring critical thinking as a Mmans of improving appraisal of conspiracy theories"]}]}],"canonical_facts":{"dc:contributor.advisor":["Murphy, Gillian","Linehan, Conor"],"dc:creator":["O'Mahony, Cian James"],"dc:date.accessioned":["2025-05-14T11:33:58Z"],"dc:date.available":["2025-05-14T11:33:58Z"],"dc:date.issued":["2024"],"dc:description.abstract":["The research questions underlying this thesis are centred around the following question: how can we measure and teach critical thinking skills as a means of improving critical discernment between plausible and implausible conspiracy theories? For this purpose, this thesis consists of four studies that aim to address a core gap in the existing literature. First, there has been no review to date that has comprehensively compared the efficacy of psychological interventions to challenge conspiracy beliefs. To design interventions to increase critical appraisal of conspiracy theories, there needs to be a review to see how both interventions and measurements for conspiracy ideation have been handled to date. Second, in order to teach critical appraisal of conspiracy theories, there needs to be a way of measuring whether participants are learning those skills. In Study 2 I design a novel assessment to achieve this goal. Third, there needs to be an experimental study to establish whether critical appraisal of conspiracy theories can be increased by way of promising interventions. Based on the most effective interventions identified in Study 1, there needs to be a direct comparison to identify which interventions are the most effective at increasing critical appraisal of conspiracy theories. Finally, I want to ascertain whether the principles we learned from Study 3 can be condensed into a serious game that would likely be more enjoyable to take part in and motivate more people to enrol in this intervention."],"dc:format.mimetype":["application/pdf"],"dc:identifier.uri":["https://hdl.handle.net/10468/17487"],"dc:language.iso":["en"],"dc:publisher":["University College Cork"],"dc:rights":["© 2024, Cian James O'Mahony."],"dc:rights.uri":["https://creativecommons.org/licenses/by/4.0/"],"dc:subject":["Critical thinking","Conspiracy beliefs","Intervention"],"dc:title":["Teaching and measuring critical thinking as a Mmans of improving appraisal of conspiracy theories"],"dc:type":["Doctoral thesis"],"dc:type.qualificationlevel":["Doctoral"],"dc:type.qualificationname":["PhD - Doctor of Philosophy"]},"updated_at":"2026-07-24T01:46:08Z"}