Diagnosis and repair? How experts identify and respond to a layperson's misconception in online medical counseling

Jucks R, Brummernhenrich B, Becker B-M, Bromme R

Abstract

Responding to misconceptions is an essential part of adaptive instruction. Nevertheless, research on both tutoring and expert-layperson communication has identified at least two problems facing online counselors that they share with both face-to-face and online tutors. First, they generally do not notice how laypersons' understanding differs from correct content knowledge. Second, even if they notice this discrepancy, they do not handle misconceptions appropriately (e.g., they simply present the correct information instead of explaining what is wrong with the layperson's perspective). This paper presents two studies on experts' responses to misconceptions in online medical counseling. Results indicate that the experts do not respond directly to the misconceptions communicated by laypersons, even when they are aware that such misunderstandings exist. The discussion concentrates on two explanations for these results. One relates to the differences between reflection and speech production and the cognitive processes underlying the two operations. The other concerns the role of face-threatening acts in instructional contexts.