A dual process theory of optimistic cognition

Optimism is a prevalent bias in human cognition including variations like self-serving beliefs, illusions of control and overly positive views of one's own future. Further, optimism has been linked with both success and happiness. In fact, it has been described as a part of human mental well-being which has otherwise been assumed to be about being connected to reality. In reality, only people suffering from depression are realistic. Here we study a formalization of optimism within a dual process framework and study its usefulness beyond human needs in a way that also applies to artificial reinforcement learning agents. Optimism enables systematic exploration which is essential in an (partially) unknown world. The key property of an optimistic hypothesis is that if it is not contradicted when one acts greedily with respect to it, then one is well rewarded even if it is wrong

Affective Decision Making: A Behavioral Theory of Choice

Affective decision-making is a strategic model of choice under risk and uncertainty where we posit two cognitive processes — the "rational" and the "emotional" process. Observed choice is the result of equilibirum in this intrapersonal game. As an example, we present applications of affective decision-making in insurance markets, where the risk perceptions of consumers are endogenous. We then derive the axiomatic foundation of affective decision making, and show that, although beliefs are endogenous, not every pattern of behavior is possible under affective decision making.Affective choice, Endogenous risk perception, Insurance, Variational preferences

Building a Science of Animal Minds: Lloyd Morgan, Experimentation, and Morgan’s Canon

Conwy Lloyd Morgan (1852–1936) is widely regarded as the father of modern comparative psychology. Yet, Morgan initially had significant doubts about whether a genuine science of comparative psychology was even possible, only later becoming more optimistic about our ability to make reliable inferences about the mental capacities of non-human animals. There has been a fair amount of disagreement amongst scholars of Morgan’s work about the nature, timing, and causes of this shift in Morgan’s thinking. We argue that Morgan underwent two quite different shifts of attitude towards the proper practice of comparative psychology. The first was a qualified acceptance of the Romanesian approach to comparative psychology that he had initially criticized. The second was a shift away from Romanes’ reliance on systematizing anecdotal evidence of animal intelligence towards an experimental approach, focused on studying the development of behaviour. We emphasize the role of Morgan’s evolving epistemological views in bringing about the first shift – in particular, his philosophy of science. We emphasize the role of an intriguing but overlooked figure in the history of comparative psychology in explaining the second shift, T. Mann Jones, whose correspondence with Morgan provided an important catalyst for Morgan’s experimental turn, particularly the special focus on development. We also shed light on the intended function of Morgan’s Canon, the methodological principle for which Morgan is now mostly known. The Canon can only be properly understood by seeing it in the context of Morgan’s own unique experimental vision for comparative psychology

Inférences réflexives dans la publicité

Advertisements are so ubiquitous nowadays that capturing the addressee’s attention and maintaining it long enough for them to be fully processed have become fundamental objectives for advertisers. Employing specific strategies in the design of the advertisement contributes efficiently to achieving these goals, getting the audience not only to attend the stimulus but also to process it in certain ways favourable for the advertiser. We argue that Relevance theory, an approach to communication built on a massively modular view of cognition, offers the right tools to explain the nature of the interpretative processes in verbal comprehension. Knowledge of the relevance-based reflexive inferential procedures involved in utterance interpretation allows advertisers to foresee the addressee’s processing behaviour, giving them the possibility to control it in a such a way that the intended interpretative effects are achieved in the desired way

Beyond Argument

Accounts of deep disagreements can generally be categorized as optimistic or pessimistic. Pessimistic interpretations insist that the depth of deep disagreements precludes the possibility of rational resolution altogether, while optimistic variations maintain the contrary. Despite both approaches’ respective positions, they nevertheless often, either explicitly or implicitly, agree on the underlying assumption that argumentation offers the only possible rational resolution to deep disagreements. This paper challenges that idea by, first, diagnosing this argument-only model of arriving at rational resolutions, second, articulating a competing but undertheorized Hegelian-informed approach, and third, attending briefly to some of the challenges of such an approach

Moral Reasoning and Emotion

This chapter discusses contemporary scientific research on the role of reason and emotion in moral judgment. The literature suggests that moral judgment is influenced by both reasoning and emotion separately, but there is also emerging evidence of the interaction between the two. While there are clear implications for the rationalism-sentimentalism debate, we conclude that important questions remain open about how central emotion is to moral judgment. We also suggest ways in which moral philosophy is not only guided by empirical research but continues to guide it

Metacognition for spelling in higher etudents with dyslexia: is there evidence for the dual burden hypothesis?

We examined whether academic and professional bachelor students with dyslexia are able to compensate for their spelling deficits with metacognitive experience. Previous research suggested that students with dyslexia may suffer from a dual burden. Not only do they perform worse on spelling but in addition they are not as fully aware of their difficulties as their peers without dyslexia. According to some authors, this is the result of a worse feeling of confidence, which can be considered as a form of metacognition (metacognitive experience). We tried to isolate this metacognitive experience by asking 100 students with dyslexia and 100 matched control students to rate their feeling of confidence in a word spelling task and a proofreading task. Next, we used Signal Detection Analysis to disentangle the effects of proficiency and criterion setting. We found that students with dyslexia showed lower proficiencies but not suboptimal response biases. They were as good at deciding when they could be confident or not as their peers without dyslexia. They just had more cases in which their spelling was wrong. We conclude that the feeling of confidence in our students with dyslexia is as good as in their peers without dyslexia. These findings go against the Dual Burden theory (Kruger & Dunning, 1999), which assumes that people with a skills problem suffer twice as a result of insufficiently developed metacognitive competence. As a result, there is no gain to be expected from extra training of this metacognitive experience in higher education students with dyslexia

How Troublesome are Stereotypes in International Business?

Substantial concern has been raised in international business writing that national stereotypes bias perception of employees, customers, and others. That concern is certainly supported by findings in person perception research. But some constraints of that research, such as the provision of incomplete information and uninteresting stimuli may well have caused an overestimation of the impact of stereotypes in business situations. This research shows that the impact of stereotypes is likely less than previously thought. When current diagnostic information is available, that information is used, leading to unbiased assessments. Only when information is limited are stereotype-biased judgments generated. A second experiment further shows that people feel more confident in assessments based on current information than in those where information is limited. These relatively optimistic findings suggest methods that managers can use to overcome national stereotype bias in international business situations

CAL evaluation: Future directions

Formal, experimental methods have proved increasingly difficult to implement, and lack the capacity to generate detailed results when evaluating the impact of CAL on teaching and learning. The rigid nature of experimental design restricts the scope of investigations and the conditions in which studies can be conducted It has also consistently failed to account for all influences on learning. In innovative CAL environments, practical and theoretical development depends on the ability fully to investigate the wide range of such influences. Over the past five years, a customizable evaluation framework has been developed specifically for CAL research. The conceptual approach is defined as Situated Evaluation of CAL (SECAL), and the primary focus is on quality of learning outcomes. Two important principles underpin this development. First, the widely accepted need to evaluate in authentic contexts includes examination of the combined effects of CAL with other resources and influential aspects of the learning environment. Secondly, evaluation design is based on a critical approach and qualitative, case‐based research. Positive outcomes from applications of SECAL include the easy satisfaction of practical and situation‐specific requirements and the relatively low cost of evaluation studies. Although there is little scope to produce generalizable results in the short term, the difficulty of doing so in experimental studies suggests that this objective is difficult to achieve in educational research. A more realistic, longer‐term aim is the development of grounded theory based on common findings from individual cases