Go to the article page in English / Pojdi na angleško stran članka
Ali znam toliko, kot mislim, da znam? Dunning-Krugerjev učinek, poznavanje neobstoječih konceptov in iluzija znanja
Nejc Plohl in Bojan Musil
Polno besedilo (pdf) | Ogledi: 683 | Napisan v angleščini. | Objavljeno: 23. april 2018
https://doi.org/10.20419/2018.27.481 | Citati: CrossRef (0)
Povzetek: Realistično zaznavanje lastnega znanja je pomembno na različnih področjih vsakdanjega življenja, a pretekle raziskave razkrivajo, da je naša samozaznava v resnici polna pomanjkljivosti. Pričujoča študija se je osredotočila na splošno precenjevanje znanja in razlike med eksperti ter slabšimi reševalci (Dunning-Krugerjev učinek), na poznavanje neobstoječih konceptov in na iluzijo znanja. Omenjene pojave smo preverjali z instrumentom, ki je vseboval elemente objektivnega ocenjevanja znanja in samoocene znanja na različnih področjih – slovnica, književnost in nanotehnologija. Rezultati so pokazali, da so udeleženci v povprečju precenjevali svoj absolutni dosežek, ne pa tudi svojega položaja v vzorcu. Nadalje so tisti iz spodnjega kvartila najbolj precenjevali svoj absolutni in relativni dosežek, medtem ko so tisti iz zgornjega kvartila svoj absolutni dosežek ocenjevali najtočneje, ob tem pa znatno podcenjevali svoj relativni dosežek. Rezultati, vezani na poznavanje neobstoječih konceptov, so pokazali, da je 56 % udeležencev zatrdilo poznavanje vsaj enega neobstoječega literarnega dela, pri tem pa se je z ravnjo poznavanja neobstoječih konceptov zmerno povezovala samozaznana kompetentnost. Nazadnje so rezultati pokazali tudi to, da je povečana kvantiteta informacij o nanotehnologiji vodila do občutka lažne gotovosti pri odgovarjanju na vprašanja iz tega področja.
Ključne besede: precenjevanje znanja, Dunning-Krugerjev učinek, poznavanje neobstoječih konceptov, iluzija znanja
Citiraj:
Plohl, N. in Musil, B. (2018). Do I know as much as I think I do? The Dunning-Kruger effect, overclaiming, and the illusion of knowledge. Psihološka obzorja, 27, 20–30. https://doi.org/10.20419/2018.27.481
Seznam literature v članku
Atir, S., Rosenzweig, E., & Dunning, D. (2015). When knowledge knows no bounds: Self-perceived expertise predicts claims of impossible knowledge. Psychological Science, 26, 1295−1303. CrossRef
Bell, P., & Volckmann, D. (2011). Knowledge surveys in general chemistry: Confidence, overconfidence, and performance. Journal of Chemical Education, 88, 1469−1476. CrossRef
Bishop, G. F., Oldendick, R. W., Tuchfarber, A. J., & Bennett, S. E. (1980). Pseudo-opinions on public affairs. Public Opinion Quarterly, 44, 198−209. CrossRef
Bradley, J. V. (1981). Overconfidence in ignorant experts. Bulletin of the Psychonomic Society, 17, 82–84. CrossRef
Burson, K. A., Larrick, R. P., & Klayman, J. (2006). Skilled or unskilled, but still unaware of it: How perceptions of difficulty drive miscalibration in relative comparisons. Journal of Personality and Social Psychology, 90, 60–77. CrossRef
Chi, M. T., Feltovich, P. J., & Glaser, R. (1981). Categorization and representation of physics problems by experts and novices. Cognitive Science, 5, 121–152. CrossRef
Dunning, D. (2014, October 27). We are all confident idiots. Pacific Standard. Retrieved from http://www.psmag.com/health-and-behavior/confident-idiots-92793
Dunning, D., Meyerowitz, J. A., & Holzberg, A. D. (1989). Ambiguity and self-evaluation: The role of idiosyncratic trait definitions in self-serving assessments of ability. Journal of Personality and Social Psychology, 57, 1082−1090. CrossRef
Ehrlinger, J., & Dunning, D. (2003). How chronic self-views influence (and potentially mislead) estimates of performance. Journal of Personality and Social Psychology, 84, 5−17. CrossRef
Everson, H. T., & Tobias, S. (1998). The ability to estimate knowledge and performance in college: A metacognitive analysis. Instructional Science, 26, 65−79. CrossRef
Gill, M. J., Swann, W. B. Jr., & Silvera, D. H. (1998). On the genesis of confidence. Journal of Personality and Social Psychology, 75, 1101−1114. CrossRef
Golčić, J. (1972). Razumevanje tudjica, verbalizam i semantički snobizam [Understanding of foregin words, verbalism and semantic snobbism]. V Psihološke razprave: IV. kongres psihologov SFRJ, Bled, 13.-17. X. 1971[Psychological debates: IV. Congress of SFRJ psychologists, Bled, 13.-17. X. 1971] (pp. 69−72). Ljubljana, Slovenia: Društvo psihologov Slovenije in Filozofska fakulteta v Ljubljani.
Gregersen, N. P. (1994). Systematic cooperation between driving schools and parents in driver education, an experiment. Accident Analysis & Prevention, 26, 453−461. CrossRef
Gregersen, N. P. (1996). Young drivers' overestimation of their own skill – an experiment on the relation between training strategy and skill. Accident Analysis & Prevention, 28, 243−250. CrossRef
Gross, M., & Latham, D. (2012). What's skill got to do with it? Information literacy skills and self-views of ability among first-year college students. Journal of the American Society for Information Science and Technology, 63, 574−583. CrossRef
Hall, C. C., Ariss, L., & Todorov, A. (2007). The illusion of knowledge: When more information reduces accuracy and increases confidence. Organizational Behavior and Human Decision Processes, 103, 277−290. CrossRef
Heath, C., & Tversky, A. (1991). Preference and belief: Ambiguity and competence in choice under uncertainty. Journal of Risk and Uncertainty, 4, 5−28. CrossRef
Kahan, D. M., Braman, D., Slovic, P., Gastil, J., & Cohen, G. (2009). Cultural cognition of the risks and benefits of nanotechnology. Nature Nanotechnology, 4, 87−90. CrossRef
Kruger, J., & Dunning, D. (1999). Unskilled and unaware of it: How difficulties in recognizing one's own incompetence lead to inflated self-assessments. Journal of Personality and Social Psychology, 77, 1121−1134. CrossRef
Kunkel, E. (1983). Driver improvement courses for drinking-drivers reconsidered. Accident Analysis & Prevention, 15, 429−439. CrossRef
McKenna, F. P., Stanier, R. A., & Lewis, C. (1991). Factors underlying illusory self-assessment of driving skill in males and females. Accident Analysis & Prevention, 23, 45−52. CrossRef
Paulhus, D. L., & Harms, P. D. (2004). Measuring cognitive ability with the overclaiming technique. Intelligence, 32, 297−314. CrossRef
Paulhus, D. L., Harms, P. D., Bruce, M. N., & Lysy, D. C. (2003). The over-claiming technique: Measuring self-enhancement independent of ability. Journal of Personality and Social Psychology, 84, 890−904. CrossRef
Pavel, S. R., Robertson, M. F., & Harrison, B. T. (2012). The Dunning-Kruger effect and SIUC University's aviation students. Journal of Aviation Technology and Engineering, 2, 125−129. CrossRef
Pazicni, S., & Bauer, C. F. (2014). Characterizing illusions of competence in introductory chemistry students. Chemistry Education Research and Practice, 15, 24−34. CrossRef
Public Policy Polling (2015). National survey results. Retrieved from http://www.publicpolicypolling.com/pdf/2015/GOPResults.pdf
Ross, L., Greene, D., & House, P. (1977). The "false consensus effect": An egocentric bias in social perception and attribution processes. Journal of Experimental Social Psychology, 13, 279−301. CrossRef
Schwarz, N. (2004). Metacognitive experiences in consumer judgment and decision making. Journal of Consumer Psychology, 4, 332−348. CrossRef
Sheldon, O. J., Dunning, D., & Ames, D. R. (2014). Emotionally unskilled, unaware, and uninterested in learning more: Reactions to feedback about deficits in emotional intelligence. Journal of Applied Psychology, 99, 125−137. CrossRef
Swami, V., Papanicolaou, A., & Furnham, A. (2011). Examining mental health literacy and its correlates using the overclaiming technique. British Journal of Psychology, 102, 662−675. CrossRef
Tracey, J., Arroll, B., Barham, P., & Richmond, D. (1997). The validity of general practitioners' self assessment of knowledge: Cross sectional study. British Journal of Medicine, 315, 1426−1428. CrossRef