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首页> 外文期刊>Memory & cognition >Getting it right generally, but not precisely: Learning the relation between multiple inputs and outputs
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Getting it right generally, but not precisely: Learning the relation between multiple inputs and outputs

机译：一般但并非精确地做到这一点：学习多个输入和输出之间的关系

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摘要

In real-world situations, people are often faced with the complex task of deciding which of many potential variables are affecting their own or others' behavior, as well as noting which specific aspects of behavior are being affected. Although it is common for professionals who encounter such conditions to claim that they acquire accurate and specific knowledge from their experience, it is unclear that such confidence is justified. Using a managerial task, we examined participants' ability to learn how various interventions affect various aspects of their employees' performance. The results of three experiments reveal that although participants appear to avoid prescribing an intervention that has a positive effect on a primary performance measure and a negative side effect on a secondary measure, when asked directly about the impact of the intervention, they respond by reducing their judgments of its positive impact. This was true regardless of whether participants indicated clear knowledge of its negative side effect (Experiment 3) or did not (Experiments 1 and 2). Thus, participants appear to be automatically integrating across the effects on different outcome measures.
机译：在现实世界中，人们通常面临着一项复杂的任务，即确定许多潜在变量中的哪些因素正在影响他们自己或他人的行为，并指出行为的哪些特定方面正在受到影响。尽管遇到这种情况的专业人员通常会声称他们从自己的经验中获得了准确而具体的知识，但尚不清楚这种信心是否合理。通过管理任务，我们检查了参与者学习各种干预措施如何影响其员工绩效各个方面的能力。三个实验的结果表明，尽管参与者似乎避免开处方对主要绩效指标产生积极影响而对次要指标具有负面影响的干预措施，但当直接询问干预措施的影响时，他们会通过减少干预措施来应对对其正面影响的判断。无论参与者是否清楚知道其负面副作用（实验3）或不知道（实验1和2），这都是事实。因此，参与者似乎正在自动整合对不同结果度量的影响。

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