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All papers will be fully peer reviewed with publication of the full issue scheduled for later in the same year. Belief in conspiracy theories has become widespread, from COVID-19 and vaccinations to climate change and QAnon. [Extracted from the article]

Summary: When co‐witnesses exchange information, false information may be presented, and false memories could be created. This co‐witness suggestibility effect has been studied in face‐to‐face interactions, and little is known about the impact of online discussions on co‐witnesses' memories. In two experiments, we explored whether (1) the co‐witness suggestibility effect appeared following online discussion and (2) enlightenment instructions reduced the effect. We created a virtual variant of the MORI procedure, the MORI‐v technique, in which participants watched a short film of a crime on a smartphone and then discussed the event via an instant‐messaging app. Results replicated the classic co‐witness suggestibility effect: false information presented by witnesses was often incorporated in their memories. Also, enlightenment instructions reduced the co‐witness suggestibility effect, just as in the misinformation paradigm. This research showed that online‐based communication might induce memory distortions and that cognitive science may help to find ways to protect us from them. [ABSTRACT FROM AUTHOR]

Summary: Although findings from cognitive science have suggested learning benefits of confronting errors (Metcalfe, 2017), they are not often capitalized on in many mathematics classrooms (Tulis, 2013). The current study assessed the effects of examples focused on either common mathematical misconceptions and errors or correct concepts and procedures on algebraic feature knowledge and solving quadratic equations. Middle school algebra students (N = 206) were randomly assigned to four conditions. Two errorful conditions either displayed errors and asked students to explain or displayed correct solutions and primed students to reflect on potential errors by problem type. A correct example condition and problem‐solving control group were also included. Studying and explaining common errors displayed in incorrect examples improved equation‐solving ability. An aptitude‐by‐treatment interaction revealed that learners with limited understandings of algebraic features demonstrated greater benefits. Theoretical implications about using examples to promote learning from errors are considered in addition to suggestions for educational practice. [ABSTRACT FROM AUTHOR]

Summary: Four principles of cognitive science were used to make systematic revisions in middle school science instructional modules from two kinds of curriculum: one popular textbook series and one popular hands‐on series (two modules each). Schools were randomly assigned to 1 of the 3 arms (cognitive science modifications with professional development, active control with professional development, or business‐as‐usual). Two cohorts of students were followed in each arm for each setting. There were significant benefits of the cognitive science intervention, but the nature of effects varied for the two settings and curricula. For the text‐based curriculum, positive effects of cognitive science modifications were concentrated in classrooms with lower proportions of underrepresented minority students. For the hands‐on curriculum, there were positive effects that were not linked to school composition. Participation in the active control did not significantly improve student learning. Implications for policy and research are discussed. [ABSTRACT FROM AUTHOR]