Psychological change is difficult to assess, in part because self-reported beliefs and attitudes may be biased or distorted. The present study probed belief change, in an educational context, by using the hindsight bias to counter another bias that generally plagues assessment of subjective change. Although research has indicated that skepticism courses reduce paranormal beliefs, those findings may reflect demand characteristics (biases toward desired, skeptical responses). Our hindsight-bias procedure circumvented demand by asking students, following semester-long skepticism (and control) courses, to recall their precourse levels of paranormal belief. People typically remember themselves as previously thinking, believing, and acting as they do now, so current skepticism should provoke false recollections of previous skepticism. Given true belief change, therefore, skepticism students should have remembered themselves as having been more skeptical than they were. They did, at least about paranormal topics that were covered most extensively in the course. Our findings thus show hindsight to be useful in evaluating cognitive change beyond demand characteristics.
Psychology and its allied disciplines have long struggled to accurately assess change, whether that ostensible change results from maturation, senescence, laboratory experimental manipulations, psychotherapeutic techniques, community interventions, or educational programs (see, e.g., Cronbach & Furby, 1970; Hertzog & Nesselroade, 2003; Lord, 1956, 1967; Nesselroade, Stigler, & Baltes, 1980; Rubin, 1974). Of course, in contexts in which the desired change is entirely subjective—as is the case with attitudes, beliefs, cognitions, evaluations, or emotional states—the risks of misidentifying or misinterpreting change will only increase, since subjects’ self-reports may be biased, distorted, or erroneous (see, e.g., Conway & Ross, 1984; Festinger, 1957; Greenwald, Spangenberg, Pratkanis, & Eskenazi, 1991; Hoogstraten, 1979; Kirsch, 1985; Lewinsohn & Rosenbaum, 1987; Loftus, 1979; H. Markus & Kunda, 1986; Orne, 1962; Wilson & Brekke, 1994). Researchers must therefore develop statistical and methodological tools to help discriminate real from illusory change. The present study demonstrated a seemingly paradoxical approach, whereby a powerful cognitive bias was strategically deployed as a means to counter another, especially formidable bias that plagues assessment of subjective change —here, in the context of an educational intervention designed to affect undergraduates’ beliefs.
By: Michael J. Kane, Tammy J. Core R. Reed Hunt
Made available courtesy of the Psychonomic Society: http://dx.doi.org/10.3758/PBR.17.2.206