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Projeto de investigação
THE SELF AS DIFFERENT AND SIMILAR TO OTHERS: STUDYING THE ONTOGENY AND MODERATING FACTORS OF SELF-OTHER ASYMMETRIES AND EGOCENTRIC BIASES
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If I only had a little humility, I would be perfect : Children s and adults perceptions of intellectually arrogant, humble, and diffident people
Publication . Haga, Sara; Olson, Kristina R.
Intellectual humility is usually regarded as a virtue. In this paper we conceptualized intellectual
humility along 2 dimensions: (1) placing an adequate level of confidence in one’s own beliefs;
(2) being willing to consider other people’s beliefs. We tested whether children (ages 4-11 years)
and adults perceived intellectual humility as positive and how these perceptions changed across
the development. To do so, we asked participants to evaluate an intellectually humble person as
compared to an intellectually arrogant person, who readily dismissed other people’s beliefs, or to
an intellectually diffident person, who was unsure of a well-supported belief. Young children did
not favor the intellectually humble person over the others, but older children and adults liked this
person better and tended to consider her nicer than the arrogant one and smarter than the
diffident one. These findings suggest that the virtuousness of intellectual humility in others is
recognized from mid-childhood on.
Knowing-it-all but still learning: Perceptions of one s own knowledge and belief revision
Publication . Haga, Sara; Olson, Kristina R.
Our lay theories suggest that people who are overconfident in their knowledge are less likely to
revise that knowledge when someone else offers an alternative belief. Similarly, we might
assume that people who are willing to revise their beliefs might not be very confident in their
knowledge to begin with. Two studies with children aged 4-11 years old and college students call
these lay theories into question. We found that young children were simultaneously more
overconfident in their knowledge (e.g., believing they knew what chartreuse meant) and more
likely to revise their initial beliefs (e.g., choosing another color after seeing a peer choose a
different color) than older children and adults. These results bridge the metacognitive and
epistemic trust literatures, which have largely progressed independently from each other. We
discuss the potential causes and functions of the dissociation between the confidence with which
beliefs are held and the revision of those beliefs across development.
Seeing the Big Picture: Size Perception Is More Context Sensitive in the Presence of Others
Publication . Garcia-Marques, Teresa; Fernandes, Alexandre; Prada, Marília; Fonseca, Ricardo; Haga, Sara
This paper tests the hypothesis that social presence influences size perception by increasing context sensitivity. Consistent with Allport’s prediction, we expected to find greater context sensitivity in participants who perform a visual task in the presence of other people (i.e.,
in co-action) than in participants who perform the task in isolation. Supporting this hypothesis, participants performing an Ebbinghaus illusion-based task in co-action showed greater
size illusions than those performing the task in isolation. Specifically, participants in a social
context had greater difficulty perceiving the correct size of a target circle and ignoring its surroundings. Analyses of delta plot functions suggest a mechanism of interference monitoring, since that when individuals take longer to respond, they are better able to ignore the
surrounding circles. However, this type of monitoring interference was not moderated by
social presence. We discuss how this lack of moderation might be the reason why the
impact of social presence on context sensitivity is able to be detected in tasks such as the
Ebbinghaus illusion.
The Bias Blind Spot Across Childhood
Publication . Haga, Sara; Olson, Kristina R.; Garcia-Marques, Leonel
The bias blind spot (BBS) is the tendency for people to perceive themselves as less biased than
others. This tendency resembles a self-enhancement effect, but research has mainly focused on
other mechanisms that purportedly underlie the BBS. In this paper we present developmental
evidence that the BBS and a self-enhancing tendency, namely the better-than-average effect,
develop independently (Studies 1 and 2). Children aged 5 to 12-years-old do not believe they are
biased (despite evidence that they are). However, while younger children tend to believe others
are unbiased, older children believe others are biased (Studies 2 and 3). Importantly, younger
children understand that unbiased behavior is better than biased behavior (Study 4). Together,
these results converge with the notion that the BBS is not a mere instance of a self-enhancing
tendency and suggest that the BBS is the residual part of a bigger illusion that everyone is
unbiased.
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Fundação para a Ciência e a Tecnologia
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Número da atribuição
SFRH/BPD/79479/2011