Current Projects
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Cracking the Code: Millennial Science Engagement A three-year, collaborative research project with KQED, a public media organization serving the San Francisco Bay Area and funded by the National Science Foundation.. In this project, we will apply research on both science communication and the role that interest, motivations, behaviors, identity, and values play in informal science learning to evaluate and develop science media content, so that media producers and other science communicators can advance best practices for engaging diverse, millennial audiences in a dynamic media landscape.
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Seeking Science on YouTubeYouTube is the second most popular website and search engine in the world. People can search for information that is presented visually as opposed to textually. This presents interesting opportunities and challenges for the field of science communication!
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The Alternative Beliefs ProjectWho believes in a Flat Earth? A lot more people than you think...
Survey 1 Report - Conspiracy Beliefs and Science DenialSurvey 2 Report - Flat Earth on YouTubeSurvey 3 Report - Third Person Effects (Censoring YouTube) |
Publications
2019 and in press
Suldovsky*, B., Landrum, A. R., Stroud, N. (in press). Public perceptions of who counts as a scientist for controversial science. Public Understanding of Science.
Landrum*, A. R., & Olshansky, A. (in press). The Role of Conspiracy Mentality in Denial of Science and Susceptibility to Viral Deception about Science. Politics and the Life Sciences.
Landrum*, A. R., Hallman, W. K., & Jamieson, K. H. (2019). Examining the Impact of Expert Voices: Communicating the scientific consensus on genetically modified organisms. Environmental Communication, 13(1), 51-70. doi: 10.1080/17524032.2018.1502201
2018
Yu*, Y. Landrum, A. R., Bonawitz, E., Shafto, P. (2018). Questioning supports effective transmission of knowledge and increased exploratory learning in pre-kindergarten children. Developmental Science. doi: 10.1111/desc.12696
Landrum*, A. R., Hilgard, J., Lull, R. B., Akin, H., & Jamieson, K. H. (2018). Open and transparent research practices and public perceptions of the trustworthiness of agricultural biotechnology organizations. Journal of Science Communication, 17(02), A04. doi: 10.22323/2.17020204.
Weisberg, D. S., Landrum, A. R., Metz, S. E., Weisberg*, M. (2018). No Missing Link: Knowledge predicts acceptance of evolution in the United States. BioScience, 68(3), 212-222. doi: 10.1093/biosci/bix161
2017
Landrum*, A. R., & Lull, R. B. (2017). Stop preaching to the converted. Nature Climate Change, 7(8), 538-540. doi: 10.1038/nclimate3355
Landrum*, A. R., Lull, R., Akin, H., Hassel, A. & Jamieson, K. H. (2017). Processing the Papal Encyclical through Perceptual Filters: Pope Francis, Identity-Protective Cognition, and Climate Change Concern. Cognition, 166, 1-12. doi: 10.1016/j.cognition.2017.05.015
Selected as Editor Choice by Cognition;
Featured as a Research Highlight in Nature Climate Change (doi: 10.1038/nclimate3341)
Landrum*, A. R., & Hallman, W. K. (2017) Engaging in Effective Science Communication: a Response to Blancke et al. (2017) on Deproblematizing GMOs. Trends in Biotechnology, 35(5), 378-379. doi: 10.1016/j.tibtech.2017.01.006
Kahan*, D. M., Landrum, A. R., Carpenter, K., Helft, L., & Jamieson, K, H. (2017). Science Curiosity and Political Information Processing. Advances in Political Psychology, 38(S1), 179-199. doi: 10.1111/pops.12396
Top Cited Article (2016 – 2018) https://onlinelibrary.wiley.com/doi/toc/10.1111/(ISSN)1467-9221.top-cited-vi
Kahan*, D. M., Jamieson, K. H., Landrum, A. R., & Winneg, K. (2017). Culturally antagonistic memes and the Zika virus: An experimental test. Journal of Risk Research, 20(1), 1-40. doi: 10.1080/13669877.2016.1260631
2016
Landrum*, A. R., Hilgard, J., Akin, H., Li, N., & Kahan, D. M. (2016). Measuring Interest in Science: The Science Curiosity Scale. In A. Papagragou, D. Grodner, D. Mirman, & J. C. Trustwell (Eds), Proceedings of the 38th Annual Meeting of the Cognitive Science Society. (pp. 1619-1624), Austin, TX: Cognitive Science Society. https://mindmodeling.org/cogsci2016/papers/0285/paper0285.pdf
Landrum*, A. R., Pflaum¨, A. D., & Mills, C. M. (2016). Inducing knowledgeability from niceness: Children use social features for epistemic inferences. Journal of Cognition and Development, 17(5), 699-717. doi: 10.1080/15248372.2015.1135799
Mills*, C. M., & Landrum, A. R. (2016). Children adjust their inquiry to gather information from others. Frontiers in Psychology, 7:951. doi: 10.3389/fpsyg.2016.00951
2015
Landrum*, A. R., Eaves, B. S., Jr., & Shafto, P. (2015). Learning to trust and trusting to learn: A theoretical framework. Trends in Cognitive Sciences, 19(3), 109-111. doi: 10.1006/j.tics.2014.12.007
Landrum*, A. R., & Mills, C. M. (2015). Developing expectations regarding the boundaries of expertise. Cognition, 134(1), 215-231. doi: 10.1016/j.cognition.2014.10.013.
Johnston¨, A. M., Mills, C. M., & Landrum, A. R. (2015). How do children weigh competence and benevolence when deciding whom to trust? Cognition, 144, 76-90. doi: 10.1/j.cognition.2015.07.015.
Landrum*, A. R., Cloudy¨, J., & Shafto, P. (2015). More than true: Developmental changes in the use of inductive strength for selective trust. In D. C., Noelle, R. Dale, A. S. Warlaumont, J. Yoshimi, T. Matlock, C. D., Jennings, & P. P. Jaglio (Eds) Proceedings of the 37th Annual Meeting of the Cognitive Science Society (pp. 1249-1254). Austin, TX: Cognitive Science Society.
2014 and earlier
Landrum*, A. R., Mills, C. M., & Johnston¨, A. M. (2013). When do children trust the expert? Benevolence information influences children’s trust more than expertise. Developmental Science, 16(4), 622-638. doi: 10.1111/desc.12059
Mills*, C. M., & Landrum. A. R. (2012). Judging Judges: How do children weigh the importance of competence and benevolence for being a good decision maker? British Journal of Developmental Psychology, 30(3), 393-414. doi: 10.1111/j.2044-835X/2011.02047.x.
Mills*, C. M., Legare, C. H., Grant, M. A., & Landrum, A. R. (2011). Determining whom to question, what to ask, and how much information to ask for: The development of inquiry in young children. Journal of Experimental Child Psychology, 110(1), 539-560. doi: 10.1016/j.jecp.2011.06.003.
Suldovsky*, B., Landrum, A. R., Stroud, N. (in press). Public perceptions of who counts as a scientist for controversial science. Public Understanding of Science.
Landrum*, A. R., & Olshansky, A. (in press). The Role of Conspiracy Mentality in Denial of Science and Susceptibility to Viral Deception about Science. Politics and the Life Sciences.
Landrum*, A. R., Hallman, W. K., & Jamieson, K. H. (2019). Examining the Impact of Expert Voices: Communicating the scientific consensus on genetically modified organisms. Environmental Communication, 13(1), 51-70. doi: 10.1080/17524032.2018.1502201
2018
Yu*, Y. Landrum, A. R., Bonawitz, E., Shafto, P. (2018). Questioning supports effective transmission of knowledge and increased exploratory learning in pre-kindergarten children. Developmental Science. doi: 10.1111/desc.12696
Landrum*, A. R., Hilgard, J., Lull, R. B., Akin, H., & Jamieson, K. H. (2018). Open and transparent research practices and public perceptions of the trustworthiness of agricultural biotechnology organizations. Journal of Science Communication, 17(02), A04. doi: 10.22323/2.17020204.
Weisberg, D. S., Landrum, A. R., Metz, S. E., Weisberg*, M. (2018). No Missing Link: Knowledge predicts acceptance of evolution in the United States. BioScience, 68(3), 212-222. doi: 10.1093/biosci/bix161
2017
Landrum*, A. R., & Lull, R. B. (2017). Stop preaching to the converted. Nature Climate Change, 7(8), 538-540. doi: 10.1038/nclimate3355
Landrum*, A. R., Lull, R., Akin, H., Hassel, A. & Jamieson, K. H. (2017). Processing the Papal Encyclical through Perceptual Filters: Pope Francis, Identity-Protective Cognition, and Climate Change Concern. Cognition, 166, 1-12. doi: 10.1016/j.cognition.2017.05.015
Selected as Editor Choice by Cognition;
Featured as a Research Highlight in Nature Climate Change (doi: 10.1038/nclimate3341)
Landrum*, A. R., & Hallman, W. K. (2017) Engaging in Effective Science Communication: a Response to Blancke et al. (2017) on Deproblematizing GMOs. Trends in Biotechnology, 35(5), 378-379. doi: 10.1016/j.tibtech.2017.01.006
Kahan*, D. M., Landrum, A. R., Carpenter, K., Helft, L., & Jamieson, K, H. (2017). Science Curiosity and Political Information Processing. Advances in Political Psychology, 38(S1), 179-199. doi: 10.1111/pops.12396
Top Cited Article (2016 – 2018) https://onlinelibrary.wiley.com/doi/toc/10.1111/(ISSN)1467-9221.top-cited-vi
Kahan*, D. M., Jamieson, K. H., Landrum, A. R., & Winneg, K. (2017). Culturally antagonistic memes and the Zika virus: An experimental test. Journal of Risk Research, 20(1), 1-40. doi: 10.1080/13669877.2016.1260631
2016
Landrum*, A. R., Hilgard, J., Akin, H., Li, N., & Kahan, D. M. (2016). Measuring Interest in Science: The Science Curiosity Scale. In A. Papagragou, D. Grodner, D. Mirman, & J. C. Trustwell (Eds), Proceedings of the 38th Annual Meeting of the Cognitive Science Society. (pp. 1619-1624), Austin, TX: Cognitive Science Society. https://mindmodeling.org/cogsci2016/papers/0285/paper0285.pdf
Landrum*, A. R., Pflaum¨, A. D., & Mills, C. M. (2016). Inducing knowledgeability from niceness: Children use social features for epistemic inferences. Journal of Cognition and Development, 17(5), 699-717. doi: 10.1080/15248372.2015.1135799
Mills*, C. M., & Landrum, A. R. (2016). Children adjust their inquiry to gather information from others. Frontiers in Psychology, 7:951. doi: 10.3389/fpsyg.2016.00951
2015
Landrum*, A. R., Eaves, B. S., Jr., & Shafto, P. (2015). Learning to trust and trusting to learn: A theoretical framework. Trends in Cognitive Sciences, 19(3), 109-111. doi: 10.1006/j.tics.2014.12.007
Landrum*, A. R., & Mills, C. M. (2015). Developing expectations regarding the boundaries of expertise. Cognition, 134(1), 215-231. doi: 10.1016/j.cognition.2014.10.013.
Johnston¨, A. M., Mills, C. M., & Landrum, A. R. (2015). How do children weigh competence and benevolence when deciding whom to trust? Cognition, 144, 76-90. doi: 10.1/j.cognition.2015.07.015.
Landrum*, A. R., Cloudy¨, J., & Shafto, P. (2015). More than true: Developmental changes in the use of inductive strength for selective trust. In D. C., Noelle, R. Dale, A. S. Warlaumont, J. Yoshimi, T. Matlock, C. D., Jennings, & P. P. Jaglio (Eds) Proceedings of the 37th Annual Meeting of the Cognitive Science Society (pp. 1249-1254). Austin, TX: Cognitive Science Society.
2014 and earlier
Landrum*, A. R., Mills, C. M., & Johnston¨, A. M. (2013). When do children trust the expert? Benevolence information influences children’s trust more than expertise. Developmental Science, 16(4), 622-638. doi: 10.1111/desc.12059
Mills*, C. M., & Landrum. A. R. (2012). Judging Judges: How do children weigh the importance of competence and benevolence for being a good decision maker? British Journal of Developmental Psychology, 30(3), 393-414. doi: 10.1111/j.2044-835X/2011.02047.x.
Mills*, C. M., Legare, C. H., Grant, M. A., & Landrum, A. R. (2011). Determining whom to question, what to ask, and how much information to ask for: The development of inquiry in young children. Journal of Experimental Child Psychology, 110(1), 539-560. doi: 10.1016/j.jecp.2011.06.003.
