Australian Capital Territory (ACT): famous for being infested with politicians and bureaucrats. In keeping with tradition, the Aboriginal lands of Kamberra – meaning ‘meeting place’ – were stolen and renamed Canberra when we built our nation’s capital there.
With the rise of social media and smartphone use, we are all reading fewer books than we once did. All, not just those pesky millennials. Some people are worried about what this means for the future of literature and, well, our brains. But is it true that we are really reading less? And should I care?
Above The Noise recently did a video in which Myles covers some of the research on reading.
I always appreciate it when a Youtuber or Journalist manages to discuss a topic without devolving into head-shaking admonishment, especially when it comes to the topic of reading and books. Too often these sorts of videos and articles cite bad research or buy into industry propaganda.
And yet, there were still some things in the video that I hadn’t been aware of. So I think it is worth sharing. Enjoy.
From the video:
Reading has been an important part of the human experience for thousands of years, but believe it or not, that’s not a long time on the evolutionary timescale. Before the internet, it made sense to read long texts in a linear fashion, but that’s now changing as people are adapting to skimming shorter texts on their computers or phones. But what does this mean for the future of books?
What is literary reading?
Literary reading is, quite simply, the reading of any literature. This includes novels, short stories, poetry, and plays.
Are we reading less?
The rate at which Americans are reading literature for fun is down around 14% from the early 1980s. This doesn’t necessarily mean we are reading less, however. Many people still have to read for school or work. Then there are all the words, sentences, and messages we read on the internet from emails to texts to tweets. Some people believe that this means we are possibly reading more individual words than ever. It’s just being done in a different way. I’ve also discussed the decline of literature.
And this is changing our brains?
Some neuroscientists believe that scanning shorter texts the way we do on the internet, often jumping from hyperlink to hyperlink, is actually changing the wiring in our brains. We are becoming better at searching for key terms and scanning for information, but this means it can become more difficult to read a longer text all the way through without missing major points.
With pork-barrelling season in full swing, we will be seeing plenty of politicians hitching their wagons to prominent sports and sporting teams. The proclamations that sports are True-blue, dinky-di, Aussie will come to win over voters, with a little somethin’ somethin’ in the budget to sweeten the deal. Because sport is king in Australia, right?
Aussies are routinely described as sports mad, sports addicts, and that we love watching and playing sports in sporty sports ways. But how many of us actually play sports? How many of us actually watch sports? Given that you could describe weekly matches of football as repeats of the same teams doing the same thing for months on end annually, it is worth taking a look at a few of our assumptions about the claims.
Let’s start with a look at how many Aussies play “sports”. Inverted commas around sports? Yes, because when people say that 60% (11.1 million) of Aussies play sports – down 5% compared to 2 years previous – what they actually mean is that we’re classifying walking and generally not sitting on the couch watching TV as sport. Let’s make it fairer on sports and subtract the walkers from being classified as sport participants. And let’s not succumb to temptation and call golf just more walking with intermittent cursing. That means that our 11.7 million “sports” participants is suddenly 7.5 million, which is 41.4% of the population (and falling with the ageing population). That figure sounds impressive until you realise that figure is participation of at least once in the past year and doesn’t account for the regularity of participation. How regularly someone is involved in sports is a much better indicator of our interest and love of sports. As opposed to accounting for that time you went to the gym because of a New Year’s resolution or because the doctor ordered you too out of concern for being dragged into an orbit around you at your next visit. The reality is that less than half of the population engage in regular (3 times per week on average) physical activity, with roughly a third of those people being gym junkies (NB: young men are more likely to play a sport, that drops with age and isn’t replaced with other activities, whilst women are more likely to be involved in non-organised sports and remain doing so).
The Top 20 most popular physical activities are dominated by fitness activities like the already mentioned walking, aerobics/fitness, swimming, cycling, and running. One of the big name sports, AFL, ranks 16th on the list behind yoga. When yoga beats football for popularity it must only be a matter of time before the PM declares it the most exciting sport. For those wondering where rugby is on the list, the rest of Australia says ‘hi’.
Of course, this is only looking at sports. How does sports participation compare to other activities? Well, ABS figures show that we spend roughly 23 minutes a day reading, versus 21 minutes on sports and outdoor activities (NB: this varies between genders and age groups). The US figures show similar results with more time reading than playing sports, but they also spend less of their day on both activities. So at least we are still better read and fitter than Americans in the low barmetrics.
Obviously sports aren’t all about participation and most would regard themselves as avid armchair sportspeople. It could be argued that the best way to stay injury free in sports is to participate from the comfort of the couch in front of the TV at home. The other option is to attend a sporting stadium dressed in clothes made from random assortments of gaudy colours to cheer on a team who are wearing similar clothes but are less inebriated. Or would the most appealing option be to go to a movie, concert or theme park? The correct answer is that people would prefer to attend a movie (59%), a concert (40%), or a theme park (34%). Live Comedy (31%) was more popular than Football (30%), Cricket (29%) and Rugby (25%).
Of course, someone is bound to point to spectator numbers for AFL, A-League, and NRL that look very impressive. With average match attendances in the tens of thousands, and millions annually, sports are clearly important.
At a glance the figures look mildly impressive, but much like enhancement pouch underwear, things aren’t nearly as impressive when you look at the attendance figures in the cold light of day.
Even if we disregard the doubling up and totalling of attendance occurring in the stats, it is easy to see that even the most popular sport in Australia would rank behind visiting Botanic gardens, zoos and aquariums, and libraries. They aren’t even in the same ballpark as cinema attendance. But we can go deeper on the reading, library and cinema figures, even getting frequency statistics so we can tell the difference between the people doing something “at least once” versus people doing something regularly in the past year. 47.7% of people are reading a book weekly, 70% of library attendees (mostly women) visited at least 5 times in the past year, 65% of Australians are (computer) gamers, and 65% of Aussies go to the cinema an average of 6-7 times a year. And yet sport has a segment in news broadcasts whilst reading, gaming, and parks and zoos battle to get media coverage. Technically if we wanted to be fair then the sport segment would be cut to make way for movie news and a live cross to the local library.
What about the economy? How much are households spending on sports? That’s a great question and a great segue into a discussion of howtrickle-down economicsdoesn’t work in sports either. I mean, funding sports that way when it hasn’t worked in the economy must be a no-brainer, right? [Insert low IQ athlete joke here] Or we could stay on topic and discuss the $4.4 billion sports and physical recreation spend by households annually. Let’s not complicate things by talking about the buying of stuff like footwear, swimming pools, and camper vans. Seriously, camping is in the sport spending category? Either way, $4.4 billion sounds like a lot of money, until you realise that gaming is a $3 billion industry, and that households spend $4.1 billion on literature and $4.7 billion on TV and film.
We allow governments to spend a lot of money on big sports and big sporting events. Think that hosting the Olympics will encourage people to play sports? Nope. Actually, seriously, nope. One report described this idea as nothing more than a “deeply entrenched storyline”, sort of like a fairy tale handed down from one Minister for Sport to the next. Part of the problem is that we buy this narrative hook, line, and sinker, such that the sports themselves (and surrounding data agencies) never really bother to keep statistics to prove the claims. But they make for great announcements and ribbon cutting events on the election campaign trail, so the myth keeps on keeping on.
Ultimately the argument isn’t that sports are unpopular or bad but rather that we spend an inordinate amount of time pretending we like them far more than the reality. And that is impacting our elected officials more than a chance to wear a high-viz vest at a press conference. Maybe it is time to rethink what media and funding we throw at sports, and perhaps consider a gaming segment on the news.
So this pork-barrelling season look forward to the announcement of a new multi-million dollar yoga stadium in a marginal electorate near you.
Update: Charlie Pickering and The Weekly team cover some similar points for the Grand Prix events in Australia.
For some reason the world of writers is filled with technophobic troglodytes intent on proving that their old-fashioned way of doing things is better. I’ve written previously about how older people’s favourite hobby since the dawn of time has been complaining about kids these days. This is also true of changes in technology, with people intent on justifying not learning to use a computer or e-reader. Because cutting down trees is the future of communication!
Once again I’ve stumbled across another article that misrepresents scientific studies to try and convince people that we need to clear forests, pulp them, flatten them into paper, cover them in ink, and act as snooty as possible. This time they – the nebulous they: my nemesis!! – are trying to pretend that taking notes with a pen is better than using a keyboard.
When will people learn that paper isn’t the medium we should be promoting? We need to be going back to scratching on rocks and cave walls. When was the last time a paper book lasted more than a hundred years out in the rain, snow, and blazing sun? That doesn’t even begin to compete with the longevity of the 50,000 year old cave paintings. Data retention for rock far surpasses the much inferior paper.
This isn’t the first article I’ve seen on The Literacy Site misrepresenting science. Hopefully they will acquire come scientific literacy soon and overcome their biases. If I turn blue and pass-out, try to act concerned. Let’s dive in.
New Research Explains How The Pen Is Mightier Than The Keyboard
It’s great when articles improve on the titles of science papers. I mean, who wants to read the science paper The Pen Is Mightier Than the Keyboard: Advantages of Longhand Over Laptop Note Taking? Pity that both titles misrepresent the actual findings. Also, is 2014 still regarded as new?
In her graduate assistant days, psychological scientist Pam Mueller of Princeton University used to take notes just like everyone else in the modern age: with a computer. One day, Mueller forgot her laptop and had to take notes the old-fashioned way. Rather than being held back by pen and paper, Mueller left class feeling as if she’d retained far more information than usual on that day. She decided to create a case study that could prove her hunch that writing longhand was actually better for comprehension than typing.
This is actually a good little story and illustrates how a lot of hypotheses are formed in science. This is the anecdote or observation that scientists want to turn into a hypothesis to create actual knowledge. But remember, this is an anecdote, which has as much value as used Easter egg wrappers that have been stuffed between the couch cushions. Putting anecdotal stories at the start of an article can set the audience up to not think too hard about the rest of the article, as you have given them the conclusion in a nice little story.
The study she created, published in Psychological Science, indicated that taking notes by hand is a more effective method than typing them on a laptop when it comes to processing information conceptually.
And here we jump straight off the rails, over the side of the bridge, and careen into the waiting river below. Sure, The Literacy Site is just quoting the press release, but that is lazy. The study itself has this line in the abstract that show how this claim is a misrepresentation of the findings:
We show that whereas taking more notes can be beneficial, laptop note takers’ tendency to transcribe lectures verbatim rather than processing information and reframing it in their own words is detrimental to learning.
In other words, the findings were that people spend all their time typing and no time actually listening and comprehending the lectures. Because the pen is an archaic device that is unwieldy and slow compared to the keyboard, students using a pen only write down notes after they have listened, picked out the key points, and conceptualised that information into a note. But don’t take my word for it, the press release on the University of Michigan website has a few recommendations including:
To interrupt verbatim note-taking on laptops, break up your lectures with short activities that encourage deeper processing of information.
Have students use laptops or other technologies to process–not just record–information.
Now it is time to discuss the study details a little bit, because someone might be interested in the methods section. I’m sure those people exist. Somewhere. Interested is probably the wrong word.
In the first of a series of studies led by Mueller, 65 college students watched various TED Talks in small groups, and were provided with either pens and paper or laptops for taking notes. When the students were tested afterward, the results were overwhelming. While the groups performed equally on questions that involved recalling facts, those who had taken longhand notes did significantly better when it came to answering conceptual questions.
Sorry, I need to catch my breath. I’m so shocked at the massive sample size. This is definitely enough people to represent the rest of society. Conclude away I say!
Anyway, these overwhelming results are just a tad whelming.
As you can see the performance on retaining facts was the same, with error bars that suggest 65 people is probably not enough to draw conclusions from. Not that anyone would be trying to claim this study is proof of anything, right? The next thing you see is the benefits of using a pen…. as long as you ignore those error bars and just accept the p-value tells us something of value. Given that those error bars overlap for the two groups, I wouldn’t be drawing conclusions from a p-value. Also, I’m not exactly sure why an ANOVA was used when there were only two groups to compare. KISS principle applies to statistics as well.
Now the study realised that 65 people wasn’t enough, so they repeated the study with a few variations twice more. In the second and third tests they had 151 and 109 people take notes. Each test had the typists writing between 250 and 550 words, whilst the pen wielders wrote roughly 150 to 400 words. Interestingly the note takers were writing verbatim 12-14% with their laptop but the pen users only managed 4-9% verbatim. This shows why the conclusions I’ve quoted above were drawn.
Out of interest, here are the results from the other two tests that were more convincing for that conceptual finding.
The second test with 151 people were tested with pen, laptop, and laptop with a lecture from the tester about how they really should pay attention. With 50 people per group you’d hardly jump up and down about the significance of this test, but clearly telling people to pay attention doesn’t… hey look a squirrel.
The third test with 109 people again tested for pen vs keyboard, but this time they allowed revision of notes before being questioned. This makes the groups even smaller, and again I’d question the significance of such a small sample. But the researchers summed up the results with this erudite paragraph:
However, a more nuanced story can be told; the indirect effects differ for conceptual and factual questions. For conceptual questions, there were significant indirect effects on performance via both word count and verbatim overlap. The indirect effect of word count for factual questions was similar, but there was no significant indirect effect of verbatim overlap. Indeed, for factual questions, there was no significant direct effect of overlap on performance. As in Studies 1 and 2, the detriments caused by verbatim overlap occurred primarily for conceptual rather than for factual information, which aligns with previous literature showing that verbatim note taking is more problematic for conceptual items.
In other words, doing lots of writing, particularly just copying what was said verbatim, makes you suck at understanding what the hell is going on. Oh, and study before the test. Apparently it helps too. Made that mistake at university.
So back at The Literacy Site they are skipping the other tests and just heading to the conclusions:
Mueller found that this was the result of laptop users trying too hard to transcribe the lecture rather than listening for the most important information and writing it down by hand. It may be an era where computers have made handwriting seem useless, but Mueller isn’t the only believer in the importance of longhand.
Notice the nuanced difference that seeing all three tests provides? We could be led to believe that there was overwhelming evidence for the pen, but what we see is that note takers need to readdress their methods of taking notes. Or they could just wing it.
An article in TIME discusses Karin James, an Indiana University psychologist, who published a 2012 study indicating writing is particularly important in the cognitive development of pre-literate children five and under. While using a computer for note-taking in some situations makes sense, it’s important not to overlook the longhand method.
It’s great that the article tries to incorporate some extra research. Citing one study with a small sample size is hardly compelling, certainly not worth writing an article about. But again the research is being misrepresented:
…the benefits of writing: increased creativity, better critical thinking, boosted self confidence, and a correlated improvement in reading capability with writing prowess.
But are these benefits real? The short answer: Mostly not. “There’s lot of caveats in handwriting research,” says Karin James, a psychologist at Indiana University
Curse those damn caveats! Why can’t we have a control group of kids we don’t teach to read and write?!
Which brings me to a final point about these old technologies vs new technologies articles: stop jumping the gun! We’re in a transition phase. This isn’t 1970s velvet suits with platforms versus 2010s hipster atrocities. This is typewriter hipster texting on his phone. Technology is changing and we’re still learning how to use it properly. The studies that are cited in many of these articles have very limited scope, test very few people, and are comparing new and established things. Has anyone taught laptop users to take notes effectively for the new medium? Do you actually need to take written notes at all in this modern age? We need to see more science done on the changes taking place, and we need the articles discussing the science to do more than discuss (one study from) one paper, and highlight the limitations. Well, unless you have already made up your mind about a topic and just want some links to throw at people in an argument. Screw being right!
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Do you love the smell of books?
Do you prefer the feel of paper?
Do you feel slightly superior to others because you paid for the hardcover?
Do you grasp at any excuse to deride e-books and the people who read them?
Well, I have found the article for you!
Recently on Mental Floss an article entitled “5 Reasons Physical Books Might Be Better Than E-Books” sought to comfort snooty readers who wanted ammunition to fling at e-book readers. In the proud tradition of deriding any new technology as bad (see e-books, e-cars, driverless cars, etc), this article introduces us to some research that is wonderfully out of context for the intent of the article’s argument. Let’s dig in.
Though e-book readers have become a more common sight around town, traditional books still have their evangelists. According to The New York Times, e-book sales have been falling in 2015. Print definitely isn’t dead. In fact, according to some research, it may actually be a better choice for some readers. While scientists are still trying to tease out exactly how digital reading affects us differently, here are five ways e-books might be inferior to their dead-tree cousins.
When deriding things it is always best to reference another article that derides the same thing. In this case the article references the wonderfully misleading NYT piece on e-book sales slipping. Pity that the sales didn’t slip… That’s right, the NYT misrepresented a slowing in e-book sales growth as a drop in sales. And did they mention why readers were stating a preference for paper? Yes. Hidden in the article is a little quote about how publishers had been protecting their paper sales by inflating e-book prices. Now, my economics is a tad rusty, but I’m pretty sure making something more expensive when there are direct substitutes on offer results in a decrease in sales of that item and an increase in the sales of the substitution item. At least, that’s what I’ve heard…
1. E-BOOKS CAN REDUCE READING COMPREHENSION.
In a study of middle schoolers, West Chester University researchers found that students who read on iPads had lower reading comprehension than when they read traditional printed books. They discovered that the kids sometimes skipped text in favor of interactive features in the e-books, suggesting that certain multimedia in children’s e-books can be detrimental to the practice of reading itself. However, the researchers noted that some interactive features in e-books are designed to enhance comprehension, and that those might be more helpful than game-type interactive graphics.
This is a fantastic study in how multitasking is terrible for concentration and thus impacts reading comprehension. iPads have all sorts of cool stuff on them, including little notifications telling you that your friend just liked your latest picture of your meal. And building those distractions into the book being read: sounds like a great idea! What this study doesn’t do is support the idea that e-books reduce reading comprehension.
2. YOUNG KIDS CAN GET DISTRACTED BY E-BOOKS.
Similar results were found by a small study by the Joan Ganz Cooney Center that consisted of 32 kids reading e-books and print books with their parents. It found that “enhanced” e-books might be distracting. Kids who read enhanced e-books—ones with interactive, multimedia experiences—were more engaged with them physically, but in the end they remembered fewer narrative details than those who read print books or basic e-books [PDF].
Don’t read the link. Don’t read the link. You read the link: didn’t you. Leaving aside the tiny study size for a moment (a point the study authors acknowledge), the study itself supports the points I made above about being distracted whilst reading. And if you look through the study you see a great little chart that showed the comparison of reading comprehension – expressed as story details recalled – was actually superior in basic e-books than in print books or enhanced e-books.
The findings of the study were literally stated as:
The enhanced e-book was less effective than the print and basic e-book in supporting the benefits of co-reading because it prompted more non-content related interactions.
Odd that the “e-books are bad” article failed to highlight this finding…
3. YOU REMEMBER LESS ABOUT A BOOK’S TIMELINE. Another study of adults also found that e-books can be hard to absorb. The researchers asked 25 people read a 28-page story on a Kindle and 25 to read the story in paperback, then asked the readers to put 14 events from the story in chronological order. Those who read the story on a Kindle performed worse on the chronology test than the book readers, though they performed about the same as print readers in other tests. Earlier research by the same scholars, from Stavanger University in Norway, found that Norwegian 10th graders also remembered more about texts if they read them in print rather than on a computer screen [PDF].
Finally we come to a study on actual e-books on an actual e-reader versus their dead tree counterparts. Of course I’m again blown away by the sample size of the study, a massive 50 people. That should easily extrapolate to the rest of humankind. The linked article doesn’t give us much information, but I found a better one, and it has this summary:
In most respects, there was no significant difference between the Kindle readers and the paper readers: the emotional measures were roughly the same, and both groups of readers responded almost equally to questions dealing with the setting of the story, the characters and other plot details. But, the Kindle readers scored significantly lower on questions about when events in the story occurred. They also performed almost twice as poorly when asked to arrange 14 plot points in the correct sequence.
I’d link to the original paper, but it is behind a paywall. Suffice to say that the error margins were pretty big (even the paper readers got 34% of the plot points in the wrong order). And this was a short story, something that shouldn’t be that difficult for any reader. So this probably says as much about the story as anything. They’d need far more stories and participants to get a good idea of what is going on. But I will concede that reading on paper vs e-reader vs screen is definitely a different experience and has an influence. What that influence is, positive, negative, or just different, needs more research.
Interestingly the study of reading PDF texts on a screen vs paper texts in high school students showed why scrolling is a terrible way to read anything. Scroll down to read more about PDFs sucking.
4. THEY’RE NOT GREAT AS TEXTBOOKS.
While e-book textbooks are often cheaper (and easier to carry) than traditional door-stop textbooks, college students often don’t prefer them. In some surveys of college kids, the majority of students have reported preferring print books. However, a 2012 study from the UK’s National Literacy Trust of kids ages 8 to 16 found that more than 50 percent of children reported preferring screen reading [PDF].
It is odd to start a point and then go on to disprove it. E-book textbooks being cheaper, easier to carry, and in some surveys preferred by the majority of respondents, seems to me to be the opposite of “not great”. The preference for paper textbooks claim comes from a survey of 527 students, yet is immediately refuted by the UK survey of 34,910 students. I wonder which one is more representative of how students feel about textbooks?
In the comments of the Mental Floss article, someone made a good point in regard to the format of textbooks. Oftentimes the textbooks are PDFs, which brings us back to the point about scrolling, and adds the problem with taking notes. Clearly the format of the e-book plays a big part in how people feel about them.
5. THEY’RE TIRING.
Staring at a lit screen can be tiring for the eyes and the brain. A 2005 study from Sweden found that reading digitally required a higher cognitive workload than reading on paper. Furthermore, staring at LED screens at night can disrupt sleep patterns. A 2014 Harvard study found that people who used e-readers with LED screens at night slept worse and were more tired the next day. So, if you’re going to go for an e-book, go for one without the backlight.
Now let us talk about how bad e-books are for your brain…. Sorry, did I say e-books when I meant LED screens like your iPad and computer? Silly me. Having bright light, especially from white background screens, shining in your eyes at night isn’t a good thing. But that is about as related to e-books as X-Factor is to talented singers. So the message about changing your screen setup for night viewing only really applies to readers if they utilise a backlit screen for reading.
And now that we are at the end of the article, let’s throw in some information for the pretence of balance in the hopes you will ignore the headline and main article points:
BUT DON’T THROW AWAY YOUR E-READER JUST YET.
However, all this may not mean that reading on a Kindle is really going to melt your brain. For instance, reading an e-book on a computer is a much different experience than reading on a Kindle, which is specifically designed for consuming books. So, too, is playing with an interactive e-book on an iPad, compared to using a simpler e-book device that only presents the text, with no opportunities to click away into digital distractions.
This really does appear to be information that would have been better presented in the context of the “e-books are evil” points above; doesn’t it. Throwing in this sort of context at the end rather than in the discussion of the study findings is a cheap tactic, a ploy that sees important information left until after you have already formed your opinion on a subject, or just plain stopped reading the article. This information has far less chance of being retained than the others points made earlier in the article, thus the article has created the bias they were after (deliberately or otherwise).
And some studies have found that part of the difference between the way people absorb information from e-books versus paper might be due to approaching e-books differently—in one test, participants didn’t regulate their study time with digital books like they did with paper texts, leading to worse performances. It’s possible that our expectations of e-book reading—as well as the different designs of the digital reading experience on a computer or iPad or Kindle—might affect how we approach the text and how much effort we put into studying them. As generations of e-book readers evolve, and people become more accustomed to the idea of sitting down with a digital textbook, these factors could change—for better or for worse.
These are all good points, again made at the end of the article rather than at least being hinted at throughout. And unlike the main points in the article, these are unreferenced. Are these points from the studies already referenced (some are) or some other studies that aren’t worth mentioning? In the former, you would expect these points to have been raised earlier in the article in the proper context, in the latter, this feels like an attempt to downplay the statements as less important than the referenced points above. Either way we are left with the sentiment “change is scary” rather than “change is change”.
Hopefully this breakdown of the Mental Floss article shows just how disingenuous many of these anti-technology articles are, especially the “e-books are evil” articles. I’m not trying to say that e-books are what everyone should be reading, or that our forests are now saved from Dan Brown. There is clear evidence that our changing technology is changing the way we read and absorb information, and this transition period is still a learning phase as to how and if we will change our reading preferences. But negative preconceived ideas about e-books (or technology) don’t help in communicating about the change that is happening.
Update: This study compared reading on paper and screens and found stark differences. The sample size was again small, but the study appears to have been better conducted than the others I’ve discussed above. The conclusions from the paper suggest, as I have, that we need to look at teaching/learning how to read e-books and utilise e-readers.
To sum up, the consistent screen inferiority in performance and overconfidence can be overcome by simple methods, such as experience with task and guidance for in-depth processing, to the extent of being as good as learning on paper.
In a recent post I discussed some points about how to spot anti-science nonsense. Pick a subject, any subject, and there will be someone – probably Alex Jones – making an outrageous claim about it. But don’t worry, they’ll solve the problem with items available from their reasonably priced store: $1440 per litre is a bargain price for something you don’t need and doesn’t do as claimed.
Obviously scammers are gonna scam, and anti-scientists are going to not-science. The thing is once you understand that something is wrong you have some responsibility to make sure the misinformation doesn’t spread like a leaky diaper. With great power knowledge comes great responsibility. Which means you have to start discussing science with science deniers. Don’t forget to place a cushion on your desk and wear padded gloves.
Despite having the advantage of science/facts in the argument against science deniers, you have the decided disadvantage that you can’t just make stuff up (despite how tempting and financiallyrewarding it is). In fact you have to be better informed about not only your side of the argument but also about the science denier’s arguments.
Sounds odd, doesn’t it? You have to learn nonsense to talk about science. That makes as much sense as being pro-life and pro-death penalty. Bear with me here. Take this example of climate change denier Bret Stephens arguing against Bill Maher on Real Time:
Bret sounds convincing, doesn’t he? Bret sure thinks so. He makes some vague references to headlines from the 1930s and 1970s as dismissals of current concerns about oceans. Then he references an economic study on environmental policy priorities, all whilst looking very smug and sure of himself. These statements leave Bill at a stumbling point because he has to admit he doesn’t know what the hell Bret is talking about. The video edited out the pant-less victory lap Bret did of the studio, complete with crotch gyrations in Bill’s face, as he screamed “Take that liberal media!”
Now it isn’t a bad thing to admit you don’t know stuff. Nobody knows everything, it is arrogant to act like you do. Arrogance is of course the result of being surrounded by Knowitalls, an invisible mythical creature that looks like a cross between a unicorn and Bill O’Reilly. Anyway, I’m glad Bill Maher admitted he didn’t know about the study; if only he would do the same with his position on vaccination and GM/GMOs. But the admission did make him appear less convincing as he couldn’t directly rebut the points made.
And here is why you need to know what the anti-science people “know”. Take the first points Bret makes about the oceans dying. His two dates mentioned are actually making reference to points unrelated to the issue of climate change causing ocean acidification. The first date was reference to the Overfishing Conference in 1936 about whaling and fishery management (as far as I can ascertain), issues that were addressed by introducing catch sizes, fishing licenses, and the phasing out of whaling. So Bret is trying to justify inaction on climate change to save ocean damage by referencing an environmental concern that was acted upon. What a great argument!
His second date was the 1975 Newsweek and New York Times (and others) article about global cooling. This is a well worn climate change denier talking point/myth that has been thoroughly debunked yet has evolved beyond a PRATT point and become a zombie point. Some myths just won’t die and are constantly in search of brains to infect/affect.
We then hear Bret reference a Bjorn Lomborg study on best use of resources and where climate change ranked. Very convincing, aside from the fact that it was complete and utter nonsense. See, Bjorn doesn’t accept the actual risks and actual current changes that have occurred due to climate change. So his entire analysis and argument started off from a completely flawed position and was thus doomed to fail to draw any worthwhile conclusions. Actual experts have torn apart his work, particularly his “conference”, here, here and here. But Bill didn’t know this, thus the points made stand unchallenged and as a sort of “valid” evidence.
And this is why it is important to know your enemy. If you know the arguments they are likely to raise, then you can have rebuttals ready. In the case of citing Lomborg’s work you can point out the failings before people have a chance to take it seriously. In the case of old magazine articles, you can point out you only read them for the pictures. But it means you don’t just have to know the science, you have to know the anti-science.
It is also worth noting that Bret reeled off a string of statements that were essentially nonsense dressed up as facts. That is a tried and trusted debating tactic known as the Gish Gallop, and it is very hard to argue against. It takes a lot more energy to redress the nonsense than they take stating it, not to mention time wasted not making your own points. Also helps that science has to have facts on its side, anti-science can make it all up on the spot.
Of course the obvious thing to say here is that the anti-science movement often don’t see themselves as anti-science and will use similar tactics. They will familiarise themselves with the science in order to dismiss it. This is possibly the most annoying part of science communication, those imbedded in anti-science positions aren’t ignorant of the facts, they are wilfully ignorant of their fact-ness.