The psychology of why we trust what people say, even when they contradict the facts
In this article from BBC Science Focus, Dean Burnett, neuroscientist, author, blogger, occasional comedian, and all-around ‘science guy,’ explains why we tend to trust what other people say, even when they contradict the facts or the experts. The article argues that this is because our brains are more influenced by emotion and social connection than logic and data.
This article discusses why we tend to trust other people’s information more than facts. Even though facts are objective and don’t rely on emotions, our brains are wired to process information presented in a social context. Emotions play a big role in how well we remember things. Information that triggers emotions is easier to remember than dry facts.
The article also argues that throughout history, our main source of information has been other people. This is why our brains are better at receiving information from other humans than just data. Even with the advancement of technology, we still prefer news to be delivered by a person and find it easier to learn from teachers than from textbooks.
The article concludes by saying that unfortunately, this tendency to trust information from people can sometimes lead us to believe unreliable or false information.
While our brains can and will take in and retain abstract information and raw data, they don’t really like to. The ability to think rationally and analytically is a relatively recent addition to our suite of mental abilities (in the evolutionary sense). And it costs our brains a lot of energy and effort.
The more established, fundamental systems in our brain, which shape memory and learning, are very reliant on emotion. The more emotionally stimulating something is, the easier it is to retain and remember, particularly compared to objective data and facts. BBC Science.
implications for teachers:
- Effective Delivery: Simply presenting facts may not suffice for students to learn and retain information. If educators incorporate storytelling, relatable examples, and forging an emotional connection with the material, these strategies will make the content more engaging and memorable.
- Teachers as Facilitators: Understanding that social interaction strengthens learning, teachers can leverage this by becoming facilitators who guide students through information, sparking emotional connections to the material. This could involve interactive discussions, group activities, and opportunities for students to share personal experiences relevant to the subject matter.
- Trust Matters: The article emphasizes the critical role of trust in information reception. Teachers who build strong relationships with their students and establish themselves as credible sources wield significant influence over their students’ learning experiences.
Highlights from the article
- The role of evolution: The article claims that for most of our evolutionary history, our primary source of information was other people. Therefore, our brains have developed systems to recognize and relate to other humans and process information from them.
- The challenge of communication: The article acknowledges that communicating complex or abstract issues to a general audience can be frustrating. People may be more persuaded by someone with a personal or anecdotal connection to the topic than by objective evidence or authority.
- The implications of misinformation: The article warns that misinformation can originate from and spread by others and that our brains may not care about the reliability or plausibility of the information we get from others. It suggests that feelings have more say in what we think and do than facts.
Read the whole article here.