The Scope of Debiasing in the Classroom

Beaulac, Guillaume; Kenyon, Tim

doi:10.1007/s11245-016-9398-8

Cited by 8 publications

(7 citation statements)

References 20 publications

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“…Substantial research has already been conducted as to whether and how cognitive biases can be mitigated. Merely teaching (abstract) knowledge on the existence and nature of cognitive biases has appeared insufficient to mitigate them (e.g., Fischoff, 1982;Nisbett et al, 1983;Fong et al, 1986;Larrick, 2004;Beaulac and Kenyon, 2018). Therefore, more elaborate training methods and tools for debiasing have been developed, where people are intensively educated and trained how to mitigate one or more cognitive biases (Poos et al, 2017).…”

Section: Introductionmentioning

confidence: 99%

Retention and Transfer of Cognitive Bias Mitigation Interventions: A Systematic Literature Study

2021

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Cognitive biases can adversely affect human judgment and decision making and should therefore preferably be mitigated, so that we can achieve our goals as effectively as possible. Hence, numerous bias mitigation interventions have been developed and evaluated. However, to be effective in practical situations beyond laboratory conditions, the bias mitigation effects of these interventions should be retained over time and should transfer across contexts. This systematic review provides an overview of the literature on retention and transfer of bias mitigation interventions. A systematic search yielded 52 studies that were eligible for screening. At the end of the selection process, only 12 peer-reviewed studies remained that adequately studied retention over a period of at least 14 days (all 12 studies) or transfer to different tasks and contexts (one study). Eleven of the relevant studies investigated the effects of bias mitigation training using game- or video-based interventions. These 11 studies showed considerable overlap regarding the biases studied, kinds of interventions, and decision-making domains. Most of them indicated that gaming interventions were effective after the retention interval and that games were more effective than video interventions. The study that investigated transfer of bias mitigation training (next to retention) found indications of transfer across contexts. To be effective in practical circumstances, achieved effects of cognitive training should lead to enduring changes in the decision maker's behavior and should generalize toward other task domains or training contexts. Given the small number of overlapping studies, our main conclusion is that there is currently insufficient evidence that bias mitigation interventions will substantially help people to make better decisions in real life conditions. This is in line with recent theoretical insights about the “hard-wired” neural and evolutionary origin of cognitive biases.

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Section: Introductionmentioning

confidence: 99%

Retention and Transfer of Cognitive Bias Mitigation Interventions: A Systematic Literature Study

2021

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“…There is a great deal of similarity between the processes in discourse and the production and determination of bullshit. While there is reason to think that awareness of the process is not enough to keep us safe from the foibles of the mind (Taylor 2006), it is a significant fi rst step (Beaulac and Kenyon 2018). Finally, in summing up, Fredal says it well (2011, 253):…”

Section: Resultsmentioning

confidence: 99%

Seeing Bullshit Rhetorically: Human Encounters and Cultural Values

Shedletsky¹

2018

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This essay explores the idea that calling bullshit exemplifies Mercier and Sperber”s social intuitionist theory. It discusses a range of empirical research related to bullshit, including belief in the worldviews of Individualist vs. Communitarian and Hierarchical vs. Egalitarian with regard to accepting and rejecting ideas. Calling bullshit fits well with using the heuristics of like/not like and cognitive mechanisms of debunking misinformation.

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“…Croskerry, Singhal, and Mamede (2013) provided a summary of the origins of such intuitive thought processes as being from four processes: (a) hard-wired instincts and intuitions, (b) our emotions, (c) attitudes and thought processes rooted in our social and cultural learning contexts, and (d) our implicit learning of societal norms or expectations. The intuitive origin of some biases means that it is difficult, if not impossible, for individuals to become consciously aware of them and correct them (Beaulac & Kenyon, 2018). Cognitive bias is also formed by blending intuitive and intentional processes and moving back and forth between the two (Melnikoff & Bargh, 2018).…”

Section: Smith and Peloghitis: Critical Thinking And Debiasing: Experimmentioning

confidence: 99%

Critical Thinking and Debiasing: Experimentation in an Academic Writing Course

Smith¹,

Peloghitis²

2020

PCP

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In the last two decades, interest in cognitive biases has rapidly grown across various fields of study. The research so far has shown that cognitive biases have significant and sometimes adverse effects on decision making. Thus, it is increasingly being argued that classroom teaching of critical thinking needs to include instruction and training that help students understand cognitive biases and reduce their negative effects on judgment and decision making. Teaching students to be aware of biases and to develop and maintain strategies to reduce their influence is known as debiasing. The purpose of this paper is to provide an overview of cognitive biases and a framework for debiasing proposed by Wilson and Brekke (1994). Two approaches, modifying the person and modifying the environment, are discussed to help teachers introduce activities and strategies to mitigate biases. 認知バイアスへの関心は、この20年で様々な領域で急激に高まってきた。認知バイアスが、意思決定に対し有意な影響、時には逆効果を及ぼすことが、これまでの研究で明らかになった。そのため、教室で批判的思考を教える場合も、学生の認知バイアスへの理解に役立ち、認知バイアスが判断力や意思決定に対して及ぼす、時には有害な影響を弱める思考法を教える練習ないし訓練を組み込む必要があるのではないだろうか。学生がバイアスを認識し、その影響を払拭ないし弱める思考法を身につけてそれを維持するよう教えることは、デバイアスという名称で知られている。本稿では、認知バイアスとWilson and Brekke (1994) が提案するデバイアスのプロセスを概観する。教師がバイアスを和らげるための活動と戦略を紹介できるように、人間を修正し、環境を修正するという二つの取り組みについても検討する。

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The Scope of Debiasing in the Classroom

Cited by 8 publications

References 20 publications

Retention and Transfer of Cognitive Bias Mitigation Interventions: A Systematic Literature Study

Retention and Transfer of Cognitive Bias Mitigation Interventions: A Systematic Literature Study

Seeing Bullshit Rhetorically: Human Encounters and Cultural Values

Critical Thinking and Debiasing: Experimentation in an Academic Writing Course

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