Si yo lo escucho, mis compañer@s tambiénel sesgo retrospectivo en la infancia

  1. Gordo Gordo, Cristina 1
  2. Moreno Ríos, Sergio 1
  1. 1 Universidad de Granada. Facultad de Psicología Departamento de Psicología Evolutiva y de la Educación
Revista:
International Journal of Developmental and Educational Psychology: INFAD. Revista de Psicología

ISSN: 0214-9877

Año de publicación: 2021

Título del ejemplar: LEARNING IN A POSITIVE MOOD: THE RESPONSE TO COVID-19

Volumen: 2

Número: 2

Páginas: 399-402

Tipo: Artículo

DOI: 10.17060/IJODAEP.2021.N2.V2.2247 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: International Journal of Developmental and Educational Psychology: INFAD. Revista de Psicología

Objetivos de desarrollo sostenible

Resumen

In this study we evaluated the mechanisms underlying auditory hindsight bias in schoolchildren between 8 and 13 years of age. Hindsight bias shows the effect that knowledge of an outcome has on individuals’ judgments. Studies in adults have shown that the bias in hypothetical designs is a product of a misattribution of the fluency generated by knowledge of the outcome (e.g., “identity of a distorted word”) to the characteristics of the auditory stimulus itself. In this study we investigated whether these same fluency processes are at work in bias in infancy. To this end, we created an auditory retrospective bias task in which schoolchildren listened to various fragments of songs that appeared to contain a “hidden message”. The participants’ task was to estimate how many of a group of 6 classmates would identify the “hidden message” in each song. In the first phase, the students made their estimates without receiving any information about the content of the message. In the second phase, before listening to the song and making their estimates, the students were informed of the content of the message. This task included a repetition priming manipulation that altered the fluency with which half of the “hidden messages” were processed. The results showed a modulating effect of priming on the magnitude of the hindsight bias and suggest that, also in childhood, the bias is a product of a misattribution of fluency generated by knowledge of the outcome.

Referencias bibliográficas

  • Bernstein, D.M., Kumar, R., Masson, M. E., & Levitin, D. J. (2018). Fluency misattribution and auditory hindsight bias. Memory & Cognition, 46(8), 1331-1343. https://doi.org/10.3758/s13421-018-0840-6
  • Birch, S. A. J., Brosseau-Liard, P.E., Haddock, T. & Ghrear, S.E. (2017). A ‘curse of knowledge’ in the absence of knowledge? People misattribute fluency when judging how common knowledge is among their peers. Cognition, 166, 447-458. http://dx.doi.org/10.1016/j.cognition.2017.04.015
  • Blank, H., Nestler, S., Von Collani, G., & Fischer, V. (2008). How many hindsight bias are there? Cognition, 106(3), 1408–1440. http://dx.doi.org/10.1016/j.cognition.2007.07.007
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  • Higham, P.A., Neil, G.J., & Bernstein, D.M. (2017). Auditory hindsight bias: Fluency misattribution versus memory reconstruction. Journal of Experimental Psychology: Human Perception and Performance, 43(6), 1143-1159. https://doi.org/10.1037/xhp0000405
  • Nestler, S., Blank, H., & Egloff, B. (2010). Hindsight ≠ hindsight: Experimentally induced dissociations between hindsight components. Journal of Experimental Psychology: Learning, Memory, and Cognition, 36(6), 1399-1413. http://dx.doi.org/10.1037/a0020449
  • Pohl, R. F. (2007). Ways to assess hindsight bias. Social Cognition, 25(1), 14–31. https://doi.org/10.1521/soco.2007.25.1.14
Fuente de los datos: Dialnet