This paper investigates how structured training in information evaluation shapes the cognitive and attitudinal defenses that individuals deploy when encountering potential misinformation online. We examine two constructs—conflict detection, defined as the skill to recognize contradictions in information, and open-mindedness, the willingness to consider opposing viewpoints—across two student populations: those enrolled in Library and Information Science (LIS) programs and their non-LIS peers. By administering a cross-sectional survey that measures performance on the Cognitive Reflection Test, scores on the Actively Open-minded Thinking scale, and scenario-based sharing intentions, we test whether formal training amplifies the protective effects of these traits. Using hierarchical regression and interaction analyses, we evaluate differences in main effects and moderation patterns between the groups. Results will clarify how dual-process theories and meta-cognitive attitudes interact to curb misinformation sharing and will inform the design of targeted educational interventions that bolster digital literacy.