Abstract How do teachers learn about what learners already know? How do learners aid teachers by providing them with information about their background knowledge and what they find confusing? We formalize this collaborative reasoning process using a hierarchical Bayesian model of pedagogy. We then evaluate this model in two online behavioral experiments (N = 312 […]

Online communication is central to modern social life, yet it is often linked to toxic manifestations and reduced well-being. How and why online communication enables these toxic social effects remains unanswered. In this opinion, we propose three roots of online toxicity: disembodiment, limited accountability, and disinhibition. We suggest that virtual disembodiment results in a chain […]

Emerging evidence highlights the importance of metacognition – the capacity for insight into the reliability and fallibility of our own knowledge and thought – in politically contested domains. The present synthesis elucidates why metacognition matters in politically charged contexts and its potential impact on how individuals form beliefs, process evidence, and make decisions. Read Full […]