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Repetition increases belief in climate-skeptical claims, even for climate science endorsers

dc.contributor.authorJiang, Yangxueqingen
dc.contributor.authorSchwarz, Norberten
dc.contributor.authorReynolds, Kateen
dc.contributor.authorNewman, Erynen
dc.date.accessioned2025-12-17T14:41:42Z
dc.date.available2025-12-17T14:41:42Z
dc.date.issued2024-08-07en
dc.description.abstractDoes repeated exposure to climate-skeptic claims influence their acceptance as true, even among climate science endorsers? Research with general knowledge claims shows that repeated exposure to a claim increases its perceived truth when it is encountered again. However, motivated cognition research suggests that people primarily endorse what they already believe. Across two experiments, climate science endorsers were more likely to believe claims that were consistent with their prior beliefs, but repeated exposure increased perceptions of truth for climate-science and climate-skeptic claims to a similar extent. Even counter-attitudinal claims benefit from previous exposure, highlighting the insidious effect of repetition.en
dc.description.statusPeer-revieweden
dc.format.extent19en
dc.identifier.issn1932-6203en
dc.identifier.otherORCID:/0000-0003-3686-5631/work/191382670en
dc.identifier.otherORCID:/0000-0001-8663-7173/work/191383908en
dc.identifier.scopus85200853336en
dc.identifier.urihttps://hdl.handle.net/1885/733796061
dc.language.isoenen
dc.sourcePLoS ONEen
dc.titleRepetition increases belief in climate-skeptical claims, even for climate science endorsersen
dc.typeJournal articleen
dspace.entity.typePublicationen
local.contributor.affiliationJiang, Yangxueqing; Medicine Teaching, School of Medicine and Psychology, ANU College of Science and Medicine, The Australian National Universityen
local.contributor.affiliationSchwarz, Norbert; University of Southern Californiaen
local.contributor.affiliationReynolds, Kate; Psychology Teaching, School of Medicine and Psychology, ANU College of Science and Medicine, The Australian National Universityen
local.contributor.affiliationNewman, Eryn; Psychology Teaching, School of Medicine and Psychology, ANU College of Science and Medicine, The Australian National Universityen
local.identifier.citationvolume19en
local.identifier.doi10.1371/journal.pone.0307294en
local.identifier.purea759cf0c-7c4c-44ac-9bfe-6adabfbec477en
local.identifier.urlhttps://www.scopus.com/pages/publications/85200853336en
local.type.statusPublisheden

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