Integrating advice and experience

Learning and decision making with social and nonsocial cues

Dados Bibliográficos

ID6202204
AutoresElizabeth C Collins (0000-0002-2117-6967, Indiana University Bloomington), Elise J Percy (Indiana University Bloomington), Eliot R Smith (0000-0002-0458-6235, Indiana University Bloomington), John K Kruschke (0000-0003-2001-3485, Indiana University Bloomington)
Ano2011
Volume100
Fascículo6
Páginas967-982
Data de publicação2011-01-01
Peer ReviewedSim
Open AccessNão
TipoARTICLE
PeriódicoJournal of Personality and Social Psychology (JOURNAL)
Identificadores do periódicoISSN: 0022-3514 • E-ISSN: 1939-1315
EditoraAmerican Psychological Association (APA) (PUBLISHER)
DOI10.1037/a0022982
PMID21443371
OpenAlexW2085570432
IdiomaEN
Citações recebidas7
Referências citadas14

When making decisions, people typically gather information from both social and nonsocial sources, such as advice from others and direct experience. This research adapted a cognitive learning paradigm to examine the process by which people learn what sources of information are credible. When participants relied on advice alone to make decisions, their learning of source reliability proceeded in a manner analogous to traditional cue learning processes and replicated the established learning phenomena. However, when advice and nonsocial cues were encountered together as an established phenomenon, blocking (ignoring redundant information) did not occur. Our results suggest that extant cognitive learning models can accommodate either advice or nonsocial cues in isolation. However, the combination of advice and nonsocial cues (a context more typically encountered in daily life) leads to different patterns of learning, in which mutually supportive information from different types of sources is not regarded as redundant and may be particularly compelling. For these situations, cognitive learning models still constitute a promising explanatory tool but one that must be expanded. As such, these findings have important implications for social psychological theory and for cognitive models of learning

Cognition · Cognitive psychology · Context (archaeology · Process (computing · Social cognition · Social learning · Computer Science · Cultural Differences and Values · Opinion Dynamics and Social Influence · Psychology · Social and Intergroup Psychology · Social Psychology