Wyniki wyszukiwania - Biblioteka Nauki

1

Attention-driven bias for threat-related stimuli in implicit memory. Preliminary results from the Posner cueing paradigm

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Traczyk J. , Matusz P. J. , Sobków A.

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tom 41

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nr 4

163-171

EN

An implicit memory advantage for angry faces was investigated in this experiment by means of an additional cueing task. Participants were to assess the orientation of a triangle's peak, which side of presentation was cued informatively by angry and neutral face stimuli, after which they immediately completed an unexpected “old-new” task on a set of the previously presented faces and new, distractor-faces. Surprisingly, the RTs were similarly long on the invalid trials for angry and neutral facial cues in the Posner task. However, performance on the “old-new” task was better for angry than neutral faces. A strong correlation between RTs in angry-invalid trials and confidence ratings for these angry faces was observed only in highly reactive participants. These results suggest that presentation of threatening material can induce enhanced incidental encoding which can result in stronger familiarity for such material, and this effect is driven by attentional bias in highly reactive individuals.

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Algorithm aversion: Sensitivity to interventions and the relationship with numeracy

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Dzieżyk M. , Hetmańczuk W. , Traczyk J.

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2020

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nr 34

67-90

EN

The main goal of this research was to investigate whether people exhibit algorithm aversion-a tendency to avoid using an imperfect algorithm even if it outperforms human judgments-in the case of estimating students’ percentile scores on a standardized math test. We also explored the relationships between numeracy and algorithm aversion and tested two interventions aimed at reducing algorithm aversion. In two studies, we asked participants to estimate the percentiles of 46 real 15-year-old Polish students on a standardized math test. Participants were offered the opportunity to compare their estimates with the forecasts of an algorithm - a statistical model that predicted real percentile scores based on fi ve explanatory variables (i.e., gender, repeating a class, the number of pages read before the exam, the frequency of playing online games, socioeconomic status). Across two studies, we demonstrated that even though the predictions of the statistical model were closer to students’ percentile scores, participants were less likely to rely on the statistical model predictions in making forecasts. We also found that higher statistical numeracy was related to a higher reluctance to use the algorithm. In Study 2, we introduced two interventions to reduce algorithm aversion. Depending on the experimental condition, participants either received feedback on statistical model predictions or were provided with a detailed description of the statistical model. We found that people, especially those with higher statistical numeracy, avoided using the imperfect algorithm even though it outperformed human judgments. Interestingly, a simple intervention that explained how the statistical model works led to better performance in an estimation task.

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ZDOLNOŚCI NUMERYCZNE JAKO KLUCZOWE ZDOLNOŚCI POZNAWCZE W PROCESIE PODEJMOWANIA DECYZJI

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Sobków A. , Figol J. , Traczyk J.

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nr 33

EN

The goal of the present paper is to review recent theoretical models and empirical studies on the role of numeracy (i.e., cognitive ability in processing numerical information) in decision making under risk and uncertainty. The research conducted in the last decade points that numeracy is the most robust predictor of making good decisions, which predictions are independent of other psychological constructs or cognitive abilities (such as fluid intelligence or cognitive reflection). The pivotal role of numeracy has been described in at least three theoretical models: Fuzzy-Trace Theory, Skilled Decision Theory, and Multiple Numeric Competencies model. Furthermore, the results of numerous research indicate that better decisions made by people with high numeracy are underpinned by various psychological mechanisms of the cognitive, motivational, and affective nature. Findings related to the performance of people with high and low numeracy served to develop both immediate (e.g., visual aids or an experience-based format of risk communication) and long-term (e.g., cognitive training) methods of improving the decision-making process. Based on these decision aids, we can effectively support people with low numeracy in an accurate risk assessment, risk comprehension, and making better decisions

PL

Celem artykułu jest dokonanie przeglądu modeli teoretycznych oraz badań empirycznych nad rolą zdolności numerycznych (tj. zdolności umysłowych w przetwarzaniu informacji numerycznych) w podejmowaniu decyzji w warunkach ryzyka i niepewności. Badania prowadzone w ostatniej dekadzie wskazują, że zdolności numeryczne są jednym z najważniejszych predyktorów podejmowania dobrych decyzji, którego przewidywania są niezależne od innych konstruktów psychologicznych oraz zdolności umysłowych (takich jak inteligencja płynna czy refleksyjność poznawcza). Kluczowa rola zdolności numerycznych jest opisywana w co najmniej trzech modelach teoretycznych: teorii śladu rozmytego, teorii umiejętnego podejmowania decyzji oraz koncepcji wielorakich zdolności numerycznych. Wyniki licznych badań empirycznych wskazują na to, że u podłoża podejmowania lepszych decyzji przez osoby z wysokim poziomem zdolności numerycznych leżą mechanizmy psychologiczne natury poznawczej, motywacyjnej i afektywnej. Odkrycia dotyczące funkcjonowania osób z wysokim i niskim poziomem zdolności numerycznych posłużyły do opracowania zarówno doraźnych (np. pomoce wizualne lub komunikowanie ryzyka w formacie doświadczeniowym), jak i długofalowych (np. treningi poznawcze) metod wspierania procesu podejmowania decyzji. Dzięki tym pomocom decyzyjnym opracowano skuteczne sposoby wspierania osób z niskim poziomem zdolności numerycznych w trafnej ocenie i rozumieniu ryzyka oraz podejmowaniu dobrych decyzji.

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Kwestionariusz Potrzeby Poznania – konstrukcja i weryfikacja empiryczna narzędzia mierzącego motywację poznawczą

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Matusz P. J. , Traczyk J. , Gąsiorowska A.

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nr 2(17)

113-128

EN

Four studies were conducted to create a Polish adaptation of the Need for Cognition Scale (Cacioppo i Petty, 1982) – a scale measuring need for cognition, defined as a tendency to engage in and enjoy effortful cognitive tasks. Kwestionariusz Potrzeby Poznania (KPP) was constructed as an experimental tool – designed to use in experimental studies to effectively control the need for cognition in a population in which its average level is elevated, i.e. in students. A single-factor structure was shown by confirmatory factorial analysis carried out on data from two different samples (Study 1b and 1c). Further studies confirmed the reliability (Study 2) and the validity of KPP. Specifically, students scored lower on KPP than academic workers. Moreover, there was a positive relation between need for cognition and openness, conscientiousness, and decisiveness. A negative relation with close-mindedness and no relation with social desirability were also observed (Study 3). Most importantly, Study 4 showed that the constructed scale is effective in predicting behaviour in an anagram solving task (average time spent solving the task), based on the KPP score.