FINAL REPORT Understanding Cognitive Bias To Improve ..._t_type... · 4 Sources Consulted Blind...
Transcript of FINAL REPORT Understanding Cognitive Bias To Improve ..._t_type... · 4 Sources Consulted Blind...
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LosRiosCommunityCollegeDistrictProfessionalTypeA/BLeave
FINALREPORT
UnderstandingCognitiveBiasToImproveCriticalThinking
andAddressEquity
ProfessorTomLogan,Englisha. Describethefocusoftheworkproposedandcompletedduringyourleave.
Asstatedinmyleaveapplication,theworkIproposedwasa“rigorousstudyoftheliteratureoncognitivebias,includinghistoricalandcurrentapplicableresearch,”focusingon“itsusesinpedagogyandinaddressingequity;understand[ing]thetheoreticalandappliedoverlapbetweencognitivebiasandimplicitbias.”Iwasabletocompletethereadingandresearchproposedtosupportmystudy,thoughofcoursemyinitiallistledmetootherworksandresearch,andafewworksonmyinitiallistprovedlessrelevantthanI’dexpected.(SeeattachedlistSourcesConsulted).Iwasabletoprepareaone-hourworkshoppresentationforfaculty,tointroducethekeycognitivebiasconceptsandoverviewhowtheymightbeusedintheirclassroomstoteachandmodelbettercriticalthinking.(Seeattachedslidepresentation.)
b. Whatwasaccomplishedasaresultofyourleave?
Duringmyleave,Iwasabletosuccessfullygainanoverallunderstandingofcognitivebiasesanditspotentialpedagogicalapplications,bothasacriticalthinkingconcepttoteachstudentsandasatooltohelpinstructorsaddressequityintheirclassrooms.IwillalsoconfessthattheresearchthatIdidhumbledmebecause,putsimply,Iunderestimatedboththefoundationalknowledgeintherelatedfields(psychology,behavioraleconomics,cognitivescience,etal.)neededtotrulyunderstand,synthesize,andthenpresentthematerial.ButIwasalsowell-positioned,asanon-specialist,tounderstandwhatmy(mostly)non-specialistaudiencefortheworkshoppresentationswouldneedtograsptheconceptsandapplythemintheirclasses.(ThisstatementispossiblyanexampleofDunning-Krugerbias,whereinoneoverestimatestheirownabilityorskillinaparticulararea,although,inmydefense,mywillingnesstoadmitthispossibilityundercutsthatidentification.Butnowthislastdefenseispossiblyanexampleofself-servingbias…Youseewhatwe’reupagainstaswetrytountanglethematrixofrationalizationsandshortcutsthatpermeatethestreamsofourthinking.)
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ThemosthelpfulframeworkIfoundinmyresearchforunderstandingthepsychologicaldynamicsthatinformcognitivebiasisfromThinking,FastandSlow,byNobel-prizewinningpsychologistDanielKahneman.Kahnemantheorizesamodelofthinkingwithtwomodes,the“fast”modewithintuitivejudgmentsandconclusions,andthe“slow”modewhichrequiresconscious,deliberatethinking.“Fast”isthefirstimpressionwehaveofanewspeakeratthefrontoftheroom;“slow”ismultiplyingtwo2-digitnumbers.Cognitivebiascomesintoplayinthismodelasawaytoassistthefastthinking,toprovideshortcutsandnarrativecoherencetheforwavesofinputaswemovethroughourlives—evenasthoseshortcutsoftenleadustofalseconclusionsormistakenbeliefs.Thechallengewhenmitigatingcognitivebiasisthatthemechanismsoftenservepeopleverywell,evenwhentheyheadtomistakesorinvalidconclusions.Forexample,thepsychologicalbenefitsofparticipatinginingroupbiasaresignificantandaccountforitspervasivepresenceinhumanbehavior:peoplesimplydon’twanttostoprootingforthehometeamandtearingdowntheopposition.Theresearchshowsthatmitigatingcognitivebiasrequiresacomprehensiveapproachthatincludesbutisnotlimitedtoawareness.Thatawarenessisthepedagogicalgoaloftheassignmentsandofmyworkshoppresentations.
c. ExplainhowtheworkcompletedduringyourleaverelatestoARC'sgoalsandfocus
areas,andtothestate'sprofessionaldevelopmentguidelines.
IthinktheworkdoneduringmyleaveparticularlyservesthefollowingARCStrategicGoals.2.ExemplaryTeaching,Learning&WorkingEnvironment.Understandingtheoverlapbetweenimplicitbiasandcognitivebiaswillhelpinstructorsmaketheirclassroomsmoreequitableandinclusive.Itcanalsoserveasafoundationforallstudents(indeed,everyoneinaclassroom)tounderstandandtakeaccountofthebiasesweallhave.4.VibrancyandResiliency.Fortoolong,“criticalthinking”inourEnglishcourseshasbeenlimitedtoalistofconceptsthatarenecessarybutincomplete:inductiveanddeductivereasoning,logos,pathos,andethosasrhetoricaltools,andlogicalfallacies.What’sinnovativeaboutteachingcognitivebiasisthatitisadynamic,psychology-basedmodelthatinformsmostcriticalthinkingdynamics.Forexample,wereachforalogicalfallacywhenourcognitivebiasrequireswesticktoourpre-ordainedconclusion;orweresorttopathoswhenabeliefwedisagreewithgivesuscognitivedissonancethatwemustresolve,regardlessofevidence.Moreover,cognitivebias,forallitsmultifariouscomplexity,canbeeffectivelyoverviewedinanhourandappliedimmediately.
TheworkcompletedduringmyleaveservesthefollowingState’sPDGuidelines:
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GuidelineA:CourseinstructionandevaluationandGuidelineB:Staffdevelopment,in-servicetraining,andinstructionalimprovement.Thecognitivebiasworkshoppresentationswillgiveinstructorsatooltheycanimmediatelyapplyinanycoursethatreliesoncriticalthinking--whichisvirtuallyanycourseARCoffers.Itimprovesinstructormetacognitionaswellbymakingthemawareofcognitivebiasesweallhave.
d. Asaresultofyourleave,whatwillyoutakebackwithyoutoyourcurrent
assignmentsand/ortothecollegeasawhole(includinghowyousharedorplantosharetheresultsofyourproject).
Iwillsharemyleaveresultsbygivingthreeone-hourworkshoppresentationsinFall2019onTeachingCognitiveBias,opentoallARCfaculty.Pleaseseetheslidepresentationthatwillaccompanytheworkshop,attached.(NOTE:Inmyoriginalproposal,IhadexpectedtobegivingtheseworkshopsinFall2018:ThenAB705hit,requiringaonce-in-generationtransformationtoourEnglishcompositionsequence.TocomplywiththelawbyFall2019asrequired,asEnglishCo-Chair,Ihavebeeninundatedwithunexpectedworkthisacademicyearaswetransformourcompositionsequencefromfivelevelstotwo,trainfacultyinanewcompositioncoursemodel(ENGWR300+),convertfourregularclassroomstocomputerclassrooms,writeproposalsforreassignedtimefornumerousfacultyforAB705projects,amongmany,manyothertasksthatdevolvedtotheEnglishchairs.Moreover,whenIsawthattheMisinformationinthePublicSpherepresentationsbyARCfacultyin2018-19wouldhavesomecontentoverlapwithmyworkshopsthisacademicyear,thatreinforcedmydecisionthatFall2019wouldbebetterformyworkshoppresentations.)
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SourcesConsultedBlindSpot:HiddenBiasesofGoodPeoplebyMahzarinR.BanajiandAnthonyG.Greenwald(2016)Blunder:WhySmartPeopleMakeBadDecisionsbyZacharyShore(2008)TheChecklistManifestobyAtulGawande(2011)Choices,Values,andFramesbyDanielKahnemanandAmosTversky(2000)EverydayBias:IdentifyingandNavigatingUnconsciousJudgmentsinOurDailyLivesbyHowardJ.Ross(2014)“JudgmentUnderUncertainty:HeuristicsandBiases”byAmosTverskyandDanielKahneman(1974)MistakesWereMade(ButNotByMe)byCarolTavrisandElliottAronson(2015)PredictablyIrrational:TheHiddenForcesThatShapeOurDecisionsbyDanAriely(2008)ThinkingFastandSlowbyDanielKahneman(2011)Thinking:TheNewScienceofDecision-Making,Problem-Solving,andPredictioninLifeandMarkets,editedbyJohnBrockman(2013)TheUpsideofIrrationality:TheUnexpectedBenefitsofDefyingLogicatWorkandatHomebyDanAriely(2010)VanNunspeet,F.;Ellemers,N.;Derks,B.“Reducingimplicitbias:Howmoralmotivationhelpspeoplerefrainfrommaking“automatic”prejudicedassociations.”TranslationalIssuesinPsychologicalScience,dez.2015.
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EssayAssignment:ACriticalAnalysisofCognitiveBiasinActionLength:1000-1500words
Forthisessay,youwillidentifyandcriticallyanalyzebiases—specifically,cognitivebiases--fromoneoftheseeventsinpopularculture,politics,orhistory:
• TheLanceArmstrongDopingScandal• TheWWIIInternmentofUSCitizensofJapaneseDescent• PresidentTrump’sPost-ElectionVoterFraudAllegations• TheLAPDRampartScandal• TheJosephMcCarthyCongressionalHearings• TheChildSexAbuseScandalsintheRomanCatholicChurch
Themodelforthisanalysiscomesfromtheexamplesgiveninchapters3-5inMistakesWereMade:Wilkormiski’sFragmentsControversy;TheMcMartinPreschoolCase;TheCentralParkJoggerCase.Youressaywillanswerthesequestions:Howdidkeyactorsinyourstoryexhibitcognitivebiases,andhowdidthosebiasescontributewhatwasnewsworthy,historical,orscandalousaboutit?
LikeMistakesWereMadeauthorsTavrisandAronson,youshouldresearchyourchosenexampleinordertoclearlypresentthefactsandthestoryinyouressay.Youressayshouldsummarizethestoryandfactsoftheevent.Itwillthenidentifyandanalyzeinstancesofcognitivebias,describinghowtheyfitthedefinitionandanalyzinghowthoseinstancesaffectedthestory.Itshouldassesshowthebiaseswereovercome(iftheywere),whatovercamethebiases,oritshouldofferexplanationsforwhytheyweren’tovercome.Youmaydrawconclusionsaboutwhatkindsofactionsorthinkingmighthavepreventedorminimizedtheharmoftheseevents.Keepinmindthatcognitivebiasmightnotbeexhibitedonlybythemainactorinthestory:LanceArmstrongisfarfromtheonlypersonwhodemonstratedcognitivebiasinhisscandal;sportswriters(amongmanyothers)alsoevincedcognitivebiasintheircoverageofhim.Alsorememberthatyourtaskisnottoadjudicatetheissuestheeventtoucheson,buttoanalyzetheactionsandwordsoftheparticipantsintheeventforcognitivebiases.Alsonotethatcognitivebiasisalsonottheonlyexplanationfortheseevents,sobecarefulofattributingeveryfailureorbadacttoit.YouressayshoulduseatleasttwooutsidesourcesinadditiontoMistakesWereMade,properlycited.
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Small-GroupDiscussionActivity
Instructor:Afteroverviewingmotivatedreasoninggenerallyandthreecommontypesofcognitivebiaswithcurrentevent/popularcultureexamples,havestudentsbreakintogroupsofnomorethan4.Giventhemtheseinstructions:
1) Thinkofanexampleforeachtypeofcognitivebias,whetherfromyourownexperienceorfrompopularculture;
2) Identifythetypeofcognitivebias;
3) Describetheevidencethathelpedyouidentifythebias;
4) Speculatewhatthemotivatedreasoningmightbeforthatbias:Whatpurpose
didthisbiasserve?Asaclass:
• Discussexampleswhereyoudisagreedaboutthetypeofbias;
• Brainstormwaysyouthinktheholderofthesebiasescouldbepersuadedoutoftheirbiasedopinions;
• Discusswhat(ifanything)mightmakeyouchangeyourmindaboutabiasof
yourown;
• Considerwaysthesekindsofbiascouldaffectyourcoursesubjectmatter.
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UnderstandingCogni.veBiasToIm
proveCri.calThinkingandAddressEquity
Tom
Logan,English
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Cogni0veBiases
• Cogni.vebiasesareerrorsinthinkingdrivenbypsychologicalprocesses
• Commonexam
ples:confirma(onbias,
bandwagoneffect,in-groupbias,haloeffect,
theDunning-Krugereffect.• Dozensoftypesiden0fiedinoversixdecadesofresearchandstudyinpsychology,behavioraleconom
ics,andothersocialsciences.
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ThinkingFastandSlow
• ModelofM
ind(DanielKahneman)
• FastThinking:Intui0ve“gut”decision/belief,firstim
pressions,feels“right”andcoherent
• SlowThinking:EfforPul,deliberate
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Confirma.onBias
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BandwagonEffectBias
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IngroupBias
Us
vs
THEM
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HaloEffectBias
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HindsightBias
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Cogni0veBiasExamples:YourTurn!
Ingroupsof3or4,takeabout10minutesto
iden0fyacurrenteventorpersonalexampleofat
leastthreeofthesecommoncogni.vebiases
(listedonthehandout):• Confirm
a(onbias• Bandw
agoneffect• In-groupbias• Haloeffect• Hindsightbias
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AddressingEquity
• ImplicitBiasisFastThinking:Intui0ve,
emo0onallysa0sfying&
coherent—ando[en
wrong
• Employsm
ul0plecogni0vebiases(Stereotype&AvailabilityHeuris0c,etal.)forCoherence
andReinforcement
• AwarenessofBiasAloneM
ayBeInsufficient
toMi0gate
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ReducingCogni0veBias
• Significantpsychologicalheadwinds
– Iden0tyinvestment
– Coherence(”Butit’ssuchagoodstory!”)• Aw
areness&recogni0on
• Comprehensive,m
ul0-facetedapproach
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ThankYou!
HandoutsToTakeWithYou:
• Cogni(veBiasSampleEssayAssignm
ent:CurrentEvents
• Small-GroupDiscussionSam
pleAc(vity• ListofHelpfulSourcesandResources