Memory and judgment bias in retrospective evaluations

Aldrovandi, Silvio; Poirier, Marie; Ayton, Peter

doi:10.1037/e722292011-139

Cited by 2 publications

(3 citation statements)

References 129 publications

(417 reference statements)

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“…Recall bias creeps into retrospective memory (Aldrovandi, 2009). Although a life-grid method was loosely applied to help minimise recall bias, this is certainly not foolproof (Berney & Blane, 1997;Blane, 1996).…”

Section: Discussionmentioning

confidence: 99%

What We Can Learn From Hearing Parents of Deaf Children

Flaherty

2015

Australas. j. spec. educ.

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Hearing parents of deaf children face stresses and demands related to parenting a deaf child, including difficult choices about language, technologies, education and identity for their children (Marschark, 1997). To date, few researchers have discussed the unique challenges faced by this group. Through a series of semistructured, in-depth interviews with 18 parents, this study investigated the experiences of hearing parents of deaf children spanning various life stages. A phenomenological approach identified 5 themes most pertinent to understanding their experiences. Each theme offers insight, particularly for professionals, into the distinctive issues that might arise at the time of diagnosis of deafness and reveals the challenges hearing parents face when confronted with a barrage of decisions, including choice of oral or sign language, mainstream or special deaf education, and identity with the hearing or Deaf community. The central message from this work is to inform hearing parents of deaf children and professionals working with these parents of the likely challenges that they may face.

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Section: Discussionmentioning

confidence: 99%

What We Can Learn From Hearing Parents of Deaf Children

Flaherty

2015

Australas. j. spec. educ.

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“…According to Kahneman and colleagues (Fredrickson & Kahneman, 1993; Kahneman, 2000), peak-end effects arise because remembered utility is constructed via “evaluation by moments.” That is, evaluation involves constructing a representative moment that averages specific moments—namely, the most extreme and final levels of affect experienced during the episode—rather than averaging over the entire experience. Fredrickson (2000) argued that the peak and end of an event are the privileged aspects of an experience because they tend to be the most “meaningful.” Fredrickson’s proposal remains untested, however (Aldrovandi, 2009).…”

Section: Current Studymentioning

confidence: 99%

“…Fredrickson (2000) argued that the peak and end of an event are the privileged aspects of an experience because they tend to be the most "meaningful." Fredrickson's proposal remains untested, however (Aldrovandi, 2009).…”

Section: Current Studymentioning

confidence: 99%

Hitting a high note on math tests: Remembered success influences test preferences.

Finn

Miele

2016

Journal of Experimental Psychology: Learning, Memory, and Cogni

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Remembered utility is the retrospective evaluation about the pleasure and pain associated with a past experience. It can influence choices about repeating or avoiding similar situations in the future (Kahneman, 2000). A set of 5 experiments explored the remembered utility of effortful test episodes and how it impacted future test choices. Experiments 1-3 mimicked Kahneman, Fredrickson, Schreiber, and Redelmeier's (1993) cold pressor study, but used a challenging test experience in place of submerging one's hand in painfully cold ice water. Participants took a short and an extended test of difficult math problems. The short test was made of 30 difficult math problems. The extended test used 30 difficult problems plus 10 moderately difficult problems. Participants made retrospective evaluations about the tests and chose which kind of test (short or extended) they wanted for their next test and for a hypothetical test 1 day later. Results showed that a challenging test episode extended by a more moderate interval was preferred to an unextended interval. Future test choices reflected this preference. This pattern was evidenced even when points were awarded only to correctly answered difficult items but not to moderately answered difficult items. Experiment 4 directly compared preferences for a moderate end versus a moderate start test, and Experiment 5 contrasted those test conditions with a moderate middle test condition. The findings demonstrated test-takers' bias in favor of test experiences that start or end on a high note. (PsycINFO Database Record

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Memory and judgment bias in retrospective evaluations

Abstract: This is the unspecified version of the paper.This version of the publication may differ from the final published version. Permanent repository link:http://openaccess.city.ac.uk/1085/

Cited by 2 publications

References 129 publications

What We Can Learn From Hearing Parents of Deaf Children

What We Can Learn From Hearing Parents of Deaf Children

Hitting a high note on math tests: Remembered success influences test preferences.

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