Lecture 8 - Information seeking (confirmation bias) Flashcards
(reading):
Gilovich et al. textbook on seeking information, pages 114-117
Boysen, G.A. & Vogel, D.L. (2007). Biased assimilation and attitude polarization in response to learning about biological explanations of homosexuality. Sex Roles, 57, 755-762.
Kuhn, D. & Lao, J. (1996). Effects of evidence on attitudes: is polarization the norm? Psychological Science, 7(2), 115–120.
(reading):
(lecture):
Give a definition of the confirmation bias.
(lecture):
The tendency to test a proposition by searching for evidence that would support it.
- Looking for information that supports your position, hypothesis, expectation
- Even if balanced information is provided
- People can find support for almost anything
“If we are only looking for one type of evidence, we are likely to find it.”
Less explicit, less conscious one-sided ‘case building’
Important to note that this bias affects both information selection and interpretation!
> Failing to give attention to alternative hypotheses or facts
> Preferential treatment of evidence in favour of own position – e.g. In memory recall
> Looking only for positive cases, not negative ones
> Confirmation bias occurs in lots of contexts
(lecture):
Give a study that demonstrates confirmation bias.
(lecture):
Snyder and Swann (1978):
- Wanted to see that, if people had a certain expectation that someones going to be an extravert or an introvert, whether Pps would search for evidence. They wanted to see whether Pps would search for evidence to actually see whether they were introverted or extraverted, or if they would search for evidence that confirms the initial expectation they had.
2 HYPOTHESES:
- Extravert vs. Introvert hypothesis:
> Half the people were told the person they’re going to meet in the interview Is an extravert, and the other half told it was an introvert.
- Certainty of the hypothesis:
> People were given information/ told how certain it is that the first impression is correct (this person is going to be an extravert or an introvert)
PROCEDURE:
List of 26 “Topic Areas Often Covered by Interviewers“ from which to choose 12 questions. The questions on the topic sheet inquired about a wide range of beliefs, feelings, and actions within the domains of personal experience and interpersonal relationships (11 extravert, 10 introvert, 5 neutral)
GROUP 1:
- Extravert hypothesis: assess the extent to which the person’s behaviour and experiences match those of a extravert prototype. (the prototype was given to people):
“Extraverts are typically outgoing, sociable, energetic, confident, talkative and enthusiastic. Generally confident and relaxed in social situations, this type of person rarely has trouble making conversation with others. This type of person makes friends quickly and easily and is usually able to make a favourable impression on others. This type of person is usually seen by others as characteristically warm and friendly.”
GROUP 2:
Introvert hypothesis: assess the extent to which the person’s behaviour and experiences match those of a introvert prototype. (the prototype was given to people):
“Introverts are typically shy, timid, reserved, quiet, distant, and retiring. Usually this type of person would prefer to be alone reading a book or have a long serious discussion with a close friend rather than to go to a loud party or other large social gathering. Often this type of person seems awkward and ill at ease in social situations, and consequently is not adept in making good first impressions. This type of person is usually seen by others characteristically cool and aloof.”
RESULTS:
Extravert vs. Introvert condition:
- Those testing for extraverts were more likely to chose questions that one typically asks of people already known to be extraverts; those testing for introverts were more likely to chose ‘introvert type’ questions.
Certainty of hypothesis condition:
- No effect – there was no differences in ‘questions chosen’ between the conditions – whether participants had a reason to believe hypothesis was true or not.
The study goes on to test and show that confirmatory bias occurs even when information is given about how likely their hypothesis is, or incentives were provided for ‘accurate’ hypothesis testing.
(lecture):
Describe Lord et al. (1979) - The role for biased assimilation and resulting attitude polarisation.
(lecture):
BIASED ASSIMILIATION:
We assimilate new information in a biased way, which is basically the process that underlies the confirmation bias.
results in ATTITUDE POLARISATION:
When you gather this information, your attitude becomes stronger about something.
HYPOTHESES:
- Polarisation hypothesis = data relevant to a belief are not processed impartially
> Pps would dismiss and discount opposing evidence
> Pps would derive importance from supporting evidence
- Both sides in an argument can derive support from the same set of data
STUDY TOPIC:
Capital punishment and its effectiveness as a deterrent to murder
PROCEDURE:
- Presented opponents and proponents of capital punishment with results of two studies as well as their methodological details and critiques.
- One study confirmed and the other disconfirmed their initial beliefs (counterbalanced) (one study showed that capital punishment is a good deterrent to murder, and the other showed it isn’t a good deterrent to murder)
RESULTS:
- People who were supportive of capital punishment thought the study that showed that capital punishment was a good deterrent of murder was well conducted.
- Those who were NOT supportive of capital punishment thought the study that showed that capital punishments was a good deterrent of murder was NOT well conducted.
- Almost the same pattern for all the other way around.
(see slide 13, lecture 8, for table of results)
(lecture):
Define attitude polarisation.
(lecture):
See slide 14
(lecture):
Describe the Boysen & Vogel (2007) study.
What is it in support or against for?
(lecture):
HYPOTHESES:
- Learning about biological explanations of homosexuality will reduce stigmatization – biased processing of information.
- Responses will be predicted by prior beliefs about homosexuality – biased assimilation.
PROCEDURE:
- Asked to rate material of information that showed homosexuality is legitimate/biological, or has biological explanations.
RESULTS:
- Pps who saw material that suggested that homosexuality has legitimate/biological explanations was rated to be more persuasive by Pps with more positive attitudes than Pps with more negative attitudes.
(see slide 16, lecture 8, for bar graph of results)
CONCLUSIONS:
- Shows there’s a confirmation bias. You find information much more persuasive when it’s in line with your views.
THEY ALSO MEASURED ATTITUDE POLARISATION:
- Measured Pps attitudes before and after seeing the information.
RESULTS:
- Confirmed that there was attitude polarisation, because those attitudes that were negative to begin with became even more negative. And those that were positive to begin with became even more positive.
CRITICISMS OF THIS LITERATURE:
- Kuhn & Lao (1996)
(listen to her explain this in the lecture 8 recording, around 20:00)
(lecture):
Describe a study that investigates Biased assimilation and climate change.
(lecture):
See slide 22-29
Watch lecture back around 26 mins in.
