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====== PSYC2020 in-class experiments ====== | ====== PSYC2020 in-class experiments ====== | ||
- | ===== Week #1: ===== | + | Generally helpful materials: |
+ | * Dan Ariely flashcards about irrationality biases [[http://advanced-hindsight.com/wp-content/uploads/2018/02/CAHFlashcards01.pdf|Collection1]] / [[http://advanced-hindsight.com/wp-content/uploads/2018/02/CAHFlashcards2.pdf|Collection2]] | ||
+ | |||
+ | ===== Week #1: Replication Crisis ===== | ||
+ | |||
+ | Resources: | ||
+ | - Course reading: Book chapter: Replication Crisis in Psychology | ||
===== Week #2: Morality ===== | ===== Week #2: Morality ===== | ||
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Resources: | Resources: | ||
+ | - Course reading: Book chapter: Judgment and Decision Making | ||
- Book: [[https://www.amazon.com/Predictably-Irrational-Revised-Expanded-Decisions/dp/0061353248|Predictably irrational by Dan Ariely]] | - Book: [[https://www.amazon.com/Predictably-Irrational-Revised-Expanded-Decisions/dp/0061353248|Predictably irrational by Dan Ariely]] | ||
- Book: [[http://www.nytimes.com/2011/11/27/books/review/thinking-fast-and-slow-by-daniel-kahneman-book-review.html|Thinking fast and slow by Daniel Kahneman]] | - Book: [[http://www.nytimes.com/2011/11/27/books/review/thinking-fast-and-slow-by-daniel-kahneman-book-review.html|Thinking fast and slow by Daniel Kahneman]] | ||
- Book: [[https://www.amazon.com/Judgment-Managerial-Decision-Making-Bazerman/dp/1118065700|Judgment in managerial decision making by Max H. Bazerman]] | - Book: [[https://www.amazon.com/Judgment-Managerial-Decision-Making-Bazerman/dp/1118065700|Judgment in managerial decision making by Max H. Bazerman]] | ||
- | - Course reading: Book chapter: Judgment and Decision Making | ||
===== Week #4: Social cognition and attitudes ===== | ===== Week #4: Social cognition and attitudes ===== | ||
+ | |||
+ | - Stereotypes and consistency | ||
+ | - Riddles experiment | ||
+ | - [[http://journals.sagepub.com/doi/abs/10.1177/1475725717752181|Riddle Me This]] (Skorinko, 2018, PLT) | ||
+ | - [[http://journal.sjdm.org/17/171117/jdm171117.pdf|The case of stumpers]] (Bar-Hillel etal, 2018, JDM) | ||
+ | - Takeaways: | ||
+ | - We can study this in the lab using simple (fun) experiments. | ||
+ | - We all have these biases. | ||
+ | - Implicit association test | ||
+ | - Website: [[https://implicit.harvard.edu/|Project implicit]] | ||
+ | - Takeaways: | ||
+ | - Difference between explicit and implicit jugdments. | ||
+ | - There are tools to study either. | ||
+ | - They don't always correlate, both not always strongly correlate to behavior. | ||
+ | - Country face detection | ||
+ | - Website: [[http://alllooksame.com/|Alllooksame]] | ||
+ | - Website: [[http://faceresearch.org/|Face research]] | ||
+ | - Takeaways: | ||
+ | - Stereotypes don't always work and can lead to wrong judgments. | ||
+ | - People generally randomly guess country of origin. | ||
+ | - On average, the variations in appearance are very subtle, and all judged as attractive. | ||
+ | - Lie detection | ||
+ | - Takeaways: | ||
+ | - There are some behaviors we associate with lying | ||
+ | - We are generally very bad at detecting lies | ||
+ | - If we are to make evaluations, we need to know the baseline (person) well and rely on objective quantifiable measures. | ||
+ | - Bias: Truth bias, we are inclined to believing others and trusting. | ||
+ | - Intuitions about life/physics/math | ||
+ | - Takeaways: | ||
+ | - Are often biased and wrong. Again, we need objective reliable trustworthy sources rather than our intuitions. | ||
+ | |||
+ | Resources: | ||
+ | - Course reading: Book chapter: Social cognition and attitudes | ||
+ | |||
===== Week #5: Persuasion and manipulation ===== | ===== Week #5: Persuasion and manipulation ===== | ||
+ | |||
+ | - Influence tactics | ||
+ | - The 6 influence tactics by Robert Cialdini | ||
+ | - Effects | ||
+ | - Contrast Effect | ||
+ | - Scarcity Principle - importance of loss aversion and competition | ||
+ | - Consensus Principle - importance of similarity | ||
+ | - Consistency Principle - importance of active and public commitment | ||
+ | - Reciprocity Principle - importance of tailored, significant, and unexpected | ||
+ | - Manipulation techniques | ||
+ | - Foot-in-the-door [FITD] (Freedman & Fraser, 1966) | ||
+ | - Door-in-the-face [DITF] (Cialdini) | ||
+ | - Low-balling [LB] (Cialdini) | ||
+ | - That’s not all [TNL](Burger, 1986, 1999) | ||
+ | - Creating similarity [CS] | ||
+ | - Nudging | ||
+ | - Defaults (Opt in opt out in organ donations) | ||
+ | - Focusing attention (urinals) | ||
+ | - Perception and context (plate size) | ||
+ | - Social information (tax compliance) | ||
+ | - [[https://www.youtube.com/watch?v=OaLGg1wYztk|Video from Richard Thaler]] | ||
+ | |||
+ | Resources: | ||
+ | - Course reading: Book chapter: Persuasion | ||
+ | - Book: [[http://www.nytimes.com/2011/11/27/books/review/thinking-fast-and-slow-by-daniel-kahneman-book-review.html|Thinking fast and slow by Daniel Kahneman]] | ||
+ | - Book: [[https://www.amazon.com/Nudge-Improving-Decisions-Health-Happiness/dp/014311526X|Nudge by Richard Thaler and Cass Sunstein]] | ||
===== Week #6: Cooperation ===== | ===== Week #6: Cooperation ===== | ||
+ | |||
+ | - Economic games | ||
+ | - The homo-economicos hypothesis - actors are fully rational | ||
+ | - Game theory games to study economics and show deviation from the neo-classic economics hypothesis | ||
+ | - Dictator game | ||
+ | - Dictator (giving) game (the classic) | ||
+ | - Social change 1: Dictator (taking) game | ||
+ | - Social change 2: Dictator (giving) game (the classic), but public | ||
+ | - Social change 2: Dictator (taking) game, but public | ||
+ | - Ultimatum game | ||
+ | - Social change: Ultimatum game, but public | ||
+ | - Trust game | ||
+ | - Prisoner's dilemma | ||
+ | - Social change 1: Prisoner's dilemma, but with a judge | ||
+ | - Social change 2: Multiple rounds (learning, adjusting) | ||
+ | - Demos | ||
+ | - [[http://www.mtv.com/news/2218741/psych-professor-trick-extra-credit-question/|Psychology professor who did this in class]] | ||
+ | - Example of one analysis, there are many others: [[https://mindyourdecisions.com/blog/2015/07/14/an-awesomely-evil-test-question-and-its-mathematical-answer-game-theory-tuesdays/|An Awesomely Evil Test Question And Its Mathematical Answer – Game Theory Tuesdays]] | ||
+ | - [[https://www.youtube.com/watch?v=DWrjc5IEvc8|Live demonstration in class]] | ||
+ | |||
+ | Resources: | ||
+ | - Course reading: Book chapter: Cooperation | ||
+ | |||
+ | ===== Class #7: Helping / Prosocial behavior ===== | ||
+ | |||
+ | - Misalignment between what we expect from society/others and ourselves | ||
+ | - Misalignment between causes of deaths (people affected) and funding to address. | ||
+ | - Differences in helping between countries - not what you thought | ||
+ | - Ruining a 1000US$ suit to help a drowning child versus donating 1000US$ to save a girl from South America | ||
+ | - The importance of relatability, statistics versus faces/names/people | ||
+ | - Risking your life to help others | ||
+ | - The bystander effect (Darley & Latané, 1968) | ||
+ | - Hurdles to helping those in crisis | ||
+ | - Biases | ||
+ | - Identifiability | ||
+ | - Compassion fade & psychic numbing (Slovic, 2007; Västfjäll, Slovic, Mayorga, & Peters, 2014); | ||
+ | - Scope neglect (Desvousges, Johnson, Dunford, Boyle, Hudson, Wilson, 1992) | ||
+ | - Proportion over number (Slovic et al., 2002) | ||
+ | - Futility thinking (Fetherstonhaugh, Slovic, Johnson, & Friedrich, 1997) | ||
+ | - Videos: | ||
+ | - [[https://www.youtube.com/watch?v=MpzpItB6rXw|Trump says he would have run unarmed into Florida school]] | ||
+ | |||