Justification effects on the judgment of analogy

Sieck, Winston R.; Quinn, Clark N.; Schooler, Jonathan W.

doi:10.3758/bf03198537

Cited by 28 publications

(21 citation statements)

References 44 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Although good replicability was initially reported that extended to domains such as visual problem solving (DeShon, Chan, & Weissbein, 1995) and analogical reasoning (Sieck, Quinn, & Schooler, 1999), it is now apparent that there had been a declining profile of replications over time (for examples of recent, failed replication with insight problems see Ball & Stevens, 2009;Chein & Weisberg, 2014;Chein, Weisberg, Streeter, & Kwok, 2010;Gilhooly, Fioratou, & Henretty, 2010;Fleck & Weisberg, 2004. This diminishing evidence for verbal overshadowing appears to be a case of a "decline effect", whereby an initially striking scientific phenomenon shows a diminishing effect size over time (see Lehrer, 2010).…”

mentioning

confidence: 99%

When distraction helps: Evidence that concurrent articulation and irrelevant speech can facilitate insight problem solving

Ball

Marsh

Litchfield

et al. 2014

Thinking & Reasoning

View full text Add to dashboard Cite

mentioning

confidence: 99%

When distraction helps: Evidence that concurrent articulation and irrelevant speech can facilitate insight problem solving

Ball

Marsh

Litchfield

et al. 2014

Thinking & Reasoning

View full text Add to dashboard Cite

“…The finding concerning evaluation in this study is reminiscent of the effects of asking participants to justify their choices (Sieck, Quinn, & Schooler, 1999). Sieck et al found that participants who provided a written justification of their prospective story-matches focused on superficial rather than structural aspects of the matches compared to participants who solved a cross-word puzzle.…”

Section: Discussionmentioning

confidence: 79%

“…A number of studies have observed a decrement in performance using a manipulation referred to as justification (e.g., Sieck, Quinn, & Schooler, 1999). Sieck et al found that providing justification of comparison decisions increased the use of superficial information at the expense of structural information.…”

Section: Explaining Away the Negative Effects Of Evaluation On Analogmentioning

confidence: 99%

Explaining away the negative effects of evaluation on analogical transfer: The perils of premature evaluation

Bearman

Ormerod

Ball

et al. 2011

Quarterly Journal of Experimental Psychology

View full text Add to dashboard Cite

Four experiments explored effects on analogical transfer of evaluating solutions to base problems. In contrast to reports of positive effects of explanation, evaluation consistently reduced transfer rates and impaired mental representations of base material. This effect was not ameliorated by encoding for a later memory test, summarising, or engaging in similar processes at encoding and recall. However, providing a prior explanation task removed the inhibitory effect of evaluation. It

show abstract

“…Verbally reflecting on the basis of affective judgements can interfere with quality of affective decision making, as assessed both by the opinions of experts (Wilson & Schooler, 1991) and by post-choice satisfaction (Wilson et al, 1993). Verbally articulating the basis of the match between analogical stories can reduce people's sensitivity to meaningful deep-structure relationships, while increasing their emphasis on superficial surface-structure relationships (Sieck, Quinn, & Schooler, 1999). Of course, in many cases verbal analysis can be helpful.…”

Section: Verbal Reflectionmentioning

confidence: 99%

Splitting consciousness: Unconscious, conscious, and metaconscious processes in social cognition

Winkielman¹,

Schooler²

2011

European Review of Social Psychology

Self Cite

View full text Add to dashboard Cite

This paper explores the interplay between unconscious, conscious, and metaconscious processes in social cognition. We distinguish among mental states that are (i) genuinely unaware, (ii) aware, but lack meta-awareness, and (iii) meta-aware-internally articulated as states of the perceiver. We review key studies from our own and related research programmes to highlight this theoretical framework, and to illustrate access, translational, and temporary dissociations between levels of awareness. The discussed phenomena include unconscious affect, mind-wandering, verbal overshadowing, theory-based biases in reporting of experiences, and many others. We also show how our framework can offer new perspectives on some classic social psychology findings and inspire discovery of new findings. However, we also highlight challenges inherent in establishing whether a phenomenon is genuinely unconscious or experientially conscious but lacking in meta-awareness.

show abstract

Justification effects on the judgment of analogy

Cited by 28 publications

References 44 publications

When distraction helps: Evidence that concurrent articulation and irrelevant speech can facilitate insight problem solving

When distraction helps: Evidence that concurrent articulation and irrelevant speech can facilitate insight problem solving

Explaining away the negative effects of evaluation on analogical transfer: The perils of premature evaluation

Splitting consciousness: Unconscious, conscious, and metaconscious processes in social cognition

Contact Info

Product

Resources

About