Pseudoscience and Evidence-based Practice
Examples of Pseudoscience
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Pseudoscience, or claims that are disguised as genuine science and that flaunt an attractive and intuitive appeal, is present in all forms of scientific inquiry, including psychology. Understanding why people believe in pseudoscience, and relatedly, how students and clinicians think about evidence-based practice is my focus here, with the goal of improving psychological science and clinical practice.
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In Progress
Currently I am working on a collaborative project with a colleague at the University of Florida that examines the Brown Assessment of Beliefs Scale for pseudoscientific beliefs.
Published
Therriault, D. J., Zaboski, B. A., Jankosky, A. (2022). What can fake news, politics, and religion tell us about pseudoscience. Journal of Education & Social Policy, 9(1), 12-24. doi: 10.30845/jesp.v9n1p2
Zaboski, B. A., & Therriault, D. J. (2019). Faking science: Scientificness, credibility, and belief in pseudoscience. Educational Psychology, 1-18. https://doi.org/10.1080/01443410.2019.1694646
Zaboski, B. A., Schrack, A. P., Joyce-Beaulieu, D., & MacInnes, J. W. (2017). Broadening our understanding of evidence-based practice: Effective and discredited interventions. Contemporary School Psychology, 21, 287-297. https://doi.org/10.1007/s40688-017-0131-4
Kranzler, J. H., Floyd, R. G., Benson, N., Zaboski, B., & Thibodaux, L. (2016). Cross-Battery Assessment pattern of strengths and weaknesses approach to the identification of specific learning disorders: Evidence-based practice or pseudoscience? International Journal of School & Educational Psychology, 4, 146–157. https://doi.org/10.1080/21683603.2016.1192855
Zaboski, B. A., & Therriault, D. J. (2019). Faking science: Scientificness, credibility, and belief in pseudoscience. Educational Psychology, 1-18. https://doi.org/10.1080/01443410.2019.1694646
Zaboski, B. A., Schrack, A. P., Joyce-Beaulieu, D., & MacInnes, J. W. (2017). Broadening our understanding of evidence-based practice: Effective and discredited interventions. Contemporary School Psychology, 21, 287-297. https://doi.org/10.1007/s40688-017-0131-4
Kranzler, J. H., Floyd, R. G., Benson, N., Zaboski, B., & Thibodaux, L. (2016). Cross-Battery Assessment pattern of strengths and weaknesses approach to the identification of specific learning disorders: Evidence-based practice or pseudoscience? International Journal of School & Educational Psychology, 4, 146–157. https://doi.org/10.1080/21683603.2016.1192855
Manipulating Credibility and Scientificness with Simple Text Manipulations
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Paranormal Belief Across Political Affiliation in a Sample of Undergraduates
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