Where we are & where we are going
MotivationPerson perception◦Know thyself◦Biases of the self◦ Perceivers◦ Perceived◦Complicating situations
Interpersonal relationships
Overview of the dayDebriefing the debateIntuitive scientist-related biasesSelf-related biasesBarry Manilow related biasesMechanisms of biasMock up a studyPreview
Goal for todayFigure out which biases you think you
need to worry about in the educational environments that you will inhabit
Come up with at least 1 strategy for ameliorating one of these biases
Get experience designing a study that would test whether one such strategy would indeed work to ameliorate said bias
5
Debriefing the debateWhat arguments do people remember?◦ Lyn’s picture at the board regarding self-
efficacy Possibly salient due to the visual, her movement
from back to front of room, her personality, and because it framed a big picture argument
◦ In the groups that had male members, the males usually started or led the conversation
◦ Self-efficacy is the only teachable dimension debated
6
Debriefing the debateWere roles used? How?◦ Kimya’s group started out with roles but
almost immediately everyone took on multiple roles
◦ Hypothetically… Roles might have led more members of the group
to participate because they would have felt responsible to contribute to their group because no one else had their role
If roles were assigned randomly you might miss out on skills or strengths of individual members
7
Debriefing the debateMotivational traits of the task
◦ The debate structure seemed to focus students’ minds on the tensions between the different sides
◦ Being the last group might make students less motivated to listen to different sides and more motivated to think about their own argument
◦ Motivation might be related which side a student is required to argue in favor of.
◦ Tension around how seriously to take the role play and how to communicate the content of an argument was motivating
◦ The degree to which competition and cooperation are balance may impact motivation.
8
Where will the class estimate that there are more murders: Detroit or Michigan? (between subjects design)
10
Significa
ntly m
ore in M
I
More in
MI
About the sa
me
More in
Detroit
Significa
ntly m
ore in Det...
7%
50%
14%
25%
4%
1. Significantly more in MI
2. More in MI3. About the same4. More in Detroit5. Significantly
more in Detroit
Which answer did you put down?
12
Yes No
80%
20%1. Yes2. No
Recall this question… Later this semester I will flip a (fair) coin. With the coin toss you will be given these odds: 50% chance that you will win $150,50% chance that you will lose $100
Would you accept this gamble: Yes or No?
What % of your classmates put the same answer as you?
13
0-9%
10-19%
20-29%
30-39%
40-49%
50-59%
60-69%
70-79%
80-89%
90-100
%
0%
4%
12%
8%
0%
12%
31%
23%
8%
4%
1. 0-9%2. 10-19%3. 20-29%4. 30-39%5. 40-49%6. 50-59%7. 60-69%8. 70-79%9. 80-89%10. 90-100%
False Consensus & UniquenessConsensus – we overestimate how much
others share our opinions & negative actions◦“Eat at Joe’s”
Uniqueness – we underestimate that others share our positive actions/abilities and virtues
Bias scorecardSelf serving◦ False consensus◦ False uniqueness
Intuitive scientist◦Availability heuristic◦ Illusory correlation◦ Illusion of control◦Confirmation bias◦ Ignoring N◦ Ignoring baseline rates◦ Loss aversion◦ First instinct fallacy
15
Better than average:What is the average % of your classmates on social skills?
17
0-9%
10-19%
20-29%
30-39%
40-49%
50-59%
60-69%
70-79%
80-89%
90-100
%
0% 0% 0% 0% 0%
15%
37%
26%
19%
4%
1. 0-9%2. 10-19%3. 20-29%4. 30-39%5. 40-49%6. 50-59%7. 60-69%8. 70-79%9. 80-89%10. 90-100%
Better than average:What is the average % of your classmates on motivation to do well in school?
18 0-9%
10-19%
20-29%
30-39%
40-49%
50-59%
60-69%
70-79%
80-89%
90-100
%
0% 0% 0% 0%
10%
48%
28%
4%
10%
0%
1. 0-9%2. 10-19%3. 20-29%4. 30-39%5. 40-49%6. 50-59%7. 60-69%8. 70-79%9. 80-89%10. 90-100%
Better than average:What is the average % of your classmates on intelligence?
19
0-9%
10-19%
20-29%
30-39%
40-49%
50-59%
60-69%
70-79%
80-89%
90-100
%
0% 0% 0%
10%
7%
17%17%
28%
14%
7%
1. 0-9%2. 10-19%3. 20-29%4. 30-39%5. 40-49%6. 50-59%7. 60-69%8. 70-79%9. 80-89%10. 90-100%
Better than average:What is the average % of your classmates on attractiveness?
20
0-9%
10-19%
20-29%
30-39%
40-49%
50-59%
60-69%
70-79%
80-89%
90-100
%
0% 0% 0%
4% 4%4%
18%
25%
21%
25%
1. 0-9%2. 10-19%3. 20-29%4. 30-39%5. 40-49%6. 50-59%7. 60-69%8. 70-79%9. 80-89%10. 90-100%
Better than average:What is the average % of your classmates on auto-mechanics?
21
0-9%
10-19%
20-29%
30-39%
40-49%
50-59%
60-69%
70-79%
80-89%
90-100%
0%
25%
29%
21%
0%0%0%
7%
4%
14%
1. 0-9%2. 10-19%3. 20-29%4. 30-39%5. 40-49%6. 50-59%7. 60-69%8. 70-79%9. 80-89%10. 90-100%
Better than average:What is the average % of your classmates on knowledge of social taboos in E. European countries?
22
0-9%
10-19%
20-29%
30-39%
40-49%
50-59%
60-69%
70-79%
80-89%
90-100
%
4%
22%
11%
22%
0%0%
4%
0%
11%
26%1. 0-9%2. 10-19%3. 20-29%4. 30-39%5. 40-49%6. 50-59%7. 60-69%8. 70-79%9. 80-89%10. 90-100%
Better-than-averageClassic Lake Wobegon effectKruger’s amendment: Lake Wobegon Be
Gone!Overconfidence in social predictionUnskilled & unaware of it◦ Individuals who lack the metacognitive
awareness to assess their own skills
Question of the Day #2Is anybody related to/friends with Barry Manilow?*
*Barry was not harmed at all during the Gilovich et al study, though it is possible that his self-esteem would take a hit if he were an avid reader of Journal of Personality and Social Psychology.
Class Discussion: Connecting the spotlight effect (SE) and the classroomStudent participation in class:◦When someone makes a mistake and thinks everyone else
is focused on that mistake, it is difficult to re-engage them.Teacher and the spotlight effect:◦ Teachers tend to avoid teaching in front of each other; making
them aware of the SE may make them more comfortable◦ The SE might help teachers reflect on their own practice but it
can be overwhelming too Thinking that actions are shameful and unforgettable to other people
◦ When teachers know their material really well they may experience habituation in more easily so that they are not as influenced by the SE Experienced teachers might habituate to the SE, allowing them to
develop habits of teaching that do not promote learning
Spotlight on connections to the classroom
Implications for education◦Students
Speaking up/participating in class (teens) Teacher calling attention to student publicly
◦Teachers Aren’t they actually in the spotlight?
Implications for theories◦Leary & sociometer hypothesis◦Performance goals
Bias scorecardSelf serving◦ False consensus◦ False uniqueness◦Better than average &
overconfidence effects◦Hindsight bias◦ Spotlight effect
Intuitive scientist◦Availability heuristic◦ Illusory correlation◦ Illusion of control◦Confirmation bias◦ Ignoring N◦ Ignoring baseline rates◦ Loss aversion◦ First instinct fallacy
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Class Discussion- Which bias is most worrisome?
Better than average & overconfidence effects: ◦ May lead students to underestimate how much they prepare or work
Ignoring N and baseline rates: ◦ May lead teachers to stereotyping about certain types of students as a
result of interactions with a small number of children like him/herConfirmation bias:
◦ A teacher may feel that he/she is a really great teacher because some of the students are succeeding and that it is the students’ fault when they are not succeeding
Having teachers observe each other and give feedback about teaching practices with the intent to look for ways to reframe the
Having teachers observe the struggling students in other classes where they behave differently
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Mechanisms: Cognitive consistencyPotential explanation for bias & other odd
behaviorsCognitive dissonanceSelf-perception theoryInsufficient justification in education (turning play into work)
To rememberSelf Stuff
◦ Self-concept/self-schema◦ Self-esteem◦ Self-efficacy◦ Self-knowledge
Errors/tools of intuitive scientists◦ Availability heuristic◦ Illusory correlation◦ Illusion of control◦ Confirmation bias◦ Ignoring N◦ Ignoring baseline rates◦ Loss aversion◦ First instinct fallacy
Self-serving bias◦ False consensus◦ False uniqueness◦ Better than average &
overconfidence effects◦ Hindsight bias◦ Spotlight effect
Mechanisms◦ Anchoring & adjusting◦ Self-referencing effect◦ Self-fulfilling prophecy◦ Cognitive
consistency/dissonance
For 3/17…Person perception (social perspective
taking)◦Ability & motivation◦Fiske – overview of social cognition &
understanding others; cognitive misers◦Ames – empirical study; focuses on 2 strategies
we use: stereotyping; anchoring & adjusting Why do educators need to be good at this? To what extent/in what ways do students need to be
able to do this?Wittipedia
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