Feb 26, 2024

Plagiarism Scan Report

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In this exhibition, I will be defining “values” as the overarching sets of
principles that we have, either as individuals or as a collective society, given
subjective importance to. Object 1. Image from Meta's patent of “News-Feed”
(2012) Source: https://patents.google.com/patent/US8171128B2/en My first
object is Meta’s patent of their “News-Feed” applied by Mark-Zuckerberg in
2006 and granted in 2012. This patent marks the beginning of the social
media feed we are so accustomed to seeing in our daily lives. Meta, then
Facebook, described this concept as creating a profile for each user, storing
such profile in a database, and forming connections based on the
relationships between these users. This connection is then used to
predictively assign a subjective value to the media content, which is finally
compiled to generate a continuous news feed. (Zuckerberg, 2012) From
Twitter to Instagram, the idea of an algorithm presenting us with new
knowledge is now an inescapable fact of life. Since the conception of the
“feed”, social media has evolved into a material tool that we use to not only
share our lives with but to also keep in touch with the events of the world.
Most of us use social media to get our news as a secondary source of
knowledge and information. Driven by our instincts, we are also more likely to
engage with stories that exaggerate the values we believe in; reinforcing our
confirmation bias, encouraging herd behaviour, and potentially radicalising
our beliefs. I have included this object into my exhibition because it shows
how our personal values can have a positive or negative influence on our
acquisition of personal knowledge. After all, the subjective value given by the
algorithm is based wholly on our past behaviour and interactions with other
content and users. Therefore, it is also the personal values we embody in our
daily lives that affects the knowledge presented to us and the knowledge
that we acquire. Object 2. Image used in Hudson W.’s (1960) experiment
Source: Journal of Social Psychology, 52, 183–208 My second object is an
image used in Hudson W.’s 1960 experiment exploring the racial difference in
visual perception between African and Caucasian sub-cultural groups in
South Africa. The participants of the study were shown different sets of cards
and were asked to identify key visual perception cues. Hudson’s findings
indicated significant correlations between cultural values and perception,
suggesting strong cultural differences in perception, with Caucasian
participants demonstrating a higher rate of 3D perception than their
counterparts. Hudson concluded that an individual’s race and ethnicity

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affects visual perception. (Hudson, 1960) His results were later appropriated by
those within the Apartheid regime to propagate racist ideals. Hudson W.’s
study was later deemed to be racially motivated by Williams, M. T. (2019). This
object links to the prompt because it is an example in which personal values,
in this case, a racial motive, has affected the acquisition of new knowledge.
Similar to my first object, it gives an example of how the influences of
personal values are not always positive. Hudson did not provide any cognitive
explanations for the difference in perception. Therefore, the difference may
not even have been a result of racial differences but rather a bi-product of the
political and educational divide between different racial groups in Apartheid
South Africa. However, the reason that I have included this object is because
the study, despite the misappropriation and racist intentions, was still the first
to suggest the role of cultural values in visual perception. It raises the
possibility that our literal view of the world is affected by our community and
the collective values that we have developed through these inter-social
interactions over time. Therefore, this object demonstrates how the
interactions between our cultural and personal values may lead us to
conclusions based on ambiguous information, thereby influencing our
acquisition of knowledge. Object 3. “Behind the Curve” promotional poster
Source: https://screengoblin.com/2019/02/27/behind-the-curve/ My third
object is a promotional poster of the 2018 documentary “Behind the Curve”
documenting the modern Flat Earth Movement from its founding to the
present day, exploring the challenges they face, their motivations and goals.
Throughout the documentary, counterproofs of failed experiments
supposedly proving a flat representation of Earth were presented by guest
scientists and experts. Yet, members of the movement remained steadfast in
ignoring these scientific proofs. Personal accounts of individuals who have
had their lives uprooted and altered dramatically due to their devotion to this
belief were even presented in certain segments of the documentary.
(Timmer, 2019) This links to the prompt at hand because it suggests that
selective acquisition of knowledge is largely directed by our beliefs and
values. Proving that it is the beliefs we adopt that play the significant role of
influencing what we choose to accept as truth or fiction. This does not,
however, implicate a change in how we define or what we even consider as
knowledge. It simply proves the influence of individual’s beliefs and values on
the process of knowledge acquisition through the inability of Flat Earthers to
separate facts from beliefs. I have included this object because the Flat Earth
Movement is one of the more well-known and popular conspiracy theories in
our modern world. This object is unique because it paints a picture that,
despite the numerous scientific evidence disproving it, conspiracy theories
can still retain a substantial following and continue to grow in popularity.
Unlike my first object, it also demonstrates the overarching effects personal
belief has on the knowledge acquisition process, rather than on subjective
value and its effect on our daily interests.

Sources

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