JOURNAL ARTICLE
Explainable Deep Learning for False Information Identification: An Argumentation Theory Approach.
Published In: Information Systems Research (INFORMS), 2024, v. 35, n. 2. P. 890 1 of 3
Database: Business Source Ultimate 2 of 3
Authored By: Lee, Kyuhan; Ram, Sudha 3 of 3
Abstract
The article focuses on developing an automated false information identification (FII) framework grounded in Toulmin's model of argumentation and structural balance theory (SBT) to improve both accuracy and explainability in detecting false claims. The proposed method, called G-FINDER, constructs signed word networks from claim-evidence pairs to assess their semantic and syntactic consistency, enabling machine learning models to better verify claim veracity while providing human-understandable explanations (SBTX). Experiments on real-world Twitter rumor data and crowdsourced fact-checking datasets demonstrate that G-FINDER enhances the performance of various baseline models and that its explanation approach improves human task accuracy, trust in AI, and confidence in decision making compared to attention-based explanations. The study highlights the importance of integrating linguistic and psychological theories into AI for false information detection and suggests future research directions including evidence retrieval, handling machine-generated false information, and dynamic evidence scenarios.
Additional Information
- Source:Information Systems Research (INFORMS). 2024/06, Vol. 35, Issue 2, p890
- Document Type:Article
- Subject Area:Communication and Mass Media
- Publication Date:2024
- ISSN:1047-7047
- DOI:10.1287/isre.2020.0097
- Accession Number:184204982
- Copyright Statement:Copyright of Information Systems Research (INFORMS) is the property of INFORMS: Institute for Operations Research & the Management Sciences and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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