ArticlePDF Available

Abstract

Groups do better at reasoning tasks than individuals, and, in some cases, do even better than any of their individual members. Here is an illustration. In the standard version of Wason selection task (Wason, 1966), the most commonly studied problem in the psychology of reasoning, only about 10% of participants give the correct solution, even though it can be arrived at by elementary deductive reasoning. Such poor performance begs for an explanation, and a great many have been offered. What makes the selection task relevant here is that the difference between individual and group performance is striking. Moshman & Geil for instance (1998) had participants try and resolve the task either individually or in groups of five or six participants. While, unsurprisingly, only 9% of the participants working on their own found the correct solution, an astonishing 70% of the groups did. Moreover, when groups were formed with participants who had first tried to solve the task individually, 80% of the groups succeeded, including 30% of the groups in which none of the members had succeeded on his or her own. How are such differences between individual and group performance to be explained?
Electronic copy available at: http://ssrn.com/abstract=1862669
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Electronic copy available at: http://ssrn.com/abstract=1862669
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... And once again, these kinds of principles exist only because they are an unwritten common base for rational interaction in modern society (cf., Landemore, 2013;Tomasello, 2014). In the same way, the three other basic principles of critical thinkingcooperative communication, the dialogical way of justifying one's own standpoints and assertibility questionsare understood as the objective parts of the social-moral competencies of modern humans in all developed societies that value critical stance and independent thinking (van Eemeren & Grootendorst, 2004, p. 32;Sperber & Mercier, 2014;ten Dam & Volman, 2004). In turn, these principles cannot develop fully in such groups or societies that are based primarily on coercion, manipulation or strong authority, and as such, cannot allow freedom of speech, especially liberty to present complete argumentation, and which cannot tolerate a critical stance among all citizens (cf., Machiavelli, 1532Machiavelli, /2005. ...
... Ricco, 2007;van Eemeren, 2018;Weinstock et al., 2006). In other words, the principles of critical thinking may be understood as the grammar of cooperative dialogue that constitutes the basis for everyday rationality (cf., Sperber & Mercier, 2014;ten Dam & Volman, 2004). ...
... The claim may sound surprising, because we are all vulnerable to the use of fallacies, and there are situations like war where the use of fallacies may be common (information wars and propaganda) (e.g., Kahneman, 2011; see also Bolton, 2021). However, in common rational dialogue the abundant use of fallacies may be experienced as unfair moves (e.g., de Swart, 2018), in which case the continuous use of fallacies may appear to be a sign of somewhat immature or incompetent behavior compared to normal behavior (Sperber & Mercier, 2014;ten Dam & Volman, 2004). In this framework, it is possible to presume Walton (1989) extended by the idea of cooperation and collective intentionality described by Tomasello (2014 and. ...
Article
The purpose of this theoretical investigation was to examine critical thinking as a realization of human cooperation, affecting both mental health and social welfare. Although critical thinking contains a critical stance toward any asserted standpoint, such a critical stance appears, paradoxically, to have developed from cooperation and the shared goals of human beings. Moreover, although critical thinking has been seen in academic literature to be anchored on culturally developed rules and principles of rational dialogue as well as on effective learning methods, investigators have not interconnected critical thinking and human cooperation comprehensively enough. To solve the dilemma, we will use available scientific knowledge to examine how cooperation and socially shared goals are realized in critical thinking, especially in a critical stance. The view of critical thinking as cooperation places it ontogenetically and phylogenetically into a wider theoretical framework which also provides a novel perspective on mental health and social welfare. The deterioration of rational thinking in the context of mental disorders may be explained by failures of cooperation, which can contain epistemic distrust and an inability to mentalize the viewpoints of others. These features may clarify some causes why some contemporary dialogues and critical contributions are divisive in worldwide, especially in social media.
... There is also a plausible explanation of why group members when reasoning together are superior to individuals reasoning on their own. Hugo Mercier and Dan Sperber have argued that reasoning is a social competence: its function is to produce arguments to convince others and to justify one's own actions; and also to evaluate others' attempts to persuade oneself and to justify themselves (Mercier and Sperber, 2017, especially Introduction and Conclusion;Sperber and Mercier, 2012). This interactionist or argumentative theory of reasoning is distinct from the traditional 'intellectualist' theory that holds that the function of reason is to advance the individual reasoner's cognition. ...
... The theory explains the biased nature of reasoning and its laziness when people are defending their own views, whereas the intellectualist theory is left with the puzzle of why reason is so bad in these cases. The interactionist view also explains why people are so much better at evaluating other people's arguments and justifications than their own, since evaluating others' claims is a form of 'epistemic vigilance' (Sperber and Mercier, 2012) that pays off because so many of our beliefs are grounded in claims made by other people. Since others' arguments may be directed to showing that one's own views are badly grounded, individuals will more likely change their minds when reasoning with others than when engaged in solo reasoning, so group reasoning is, other things equal, superior to solo reasoning. ...
Article
Group creativity is vital in overcoming the numerous challenges that the world faces. Yet group creativity is deeply puzzling. It seems plausible that only agents can be creative, so group creativity requires group agency. But how could groups possess the mental states required to be agents, let alone the rich range of them required to be creative? It appears more reasonable to hold that group creativity is not a real phenomenon, but is merely the summed creativity of the individuals forming the group. There is also much empirical evidence that groups are no more creative than their members. In this paper I examine the conceptual and empirical challenges to group creativity, defend its existence, and offer an explanation of how it is possible.
... I opened the sealed shipping box. There was no 3 Other related work including (Sperber et al., 2010;Sperber and Mercier, 2012, 2017, 2018Mercier, 2020) discusses epistemic vigilance, trust, and reason. For our purposes I will not be adopting this epistemic vigilance framework and instead adopt the manifestness notion from the Sperber and Wilson (2015). ...
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A central tenet of theories of meaning in the Gricean tradition—such as Relevance Theory—is that others will come to believe certain things simply by recognizing our intentions to communicate. In this article I demonstrate that this is not equally the case for all interlocutors; some bear additional burdens. In particular, I argue that this can happen in two ways. First, I demonstrate how a response to persistent testimonial injustice can be understood in terms of Sperber and Wilson’s distinction between meaning-that and showing-that; a speaker who experiences repeated testimonial injustice will often move down the meaning vs. showing continuum. This is a result of a speaker learning that recognition of her intention has not in her experience been sufficient to induce the intended response in the hearer. Secondly, in consideration of social science research around perception of accent prestige and other status cues, I detail further costs borne by those who change their physical appearance and voice to be perceived as more credible. The costs of communication are not equal for all: they are greater for those who face a credibility deficit based in identity prejudice. Overall, by bringing Fricker’s notion of testimonial injustice to bear on Relevance Theory, this article shows how social factors affect the reality of how interlocutors communicate.
... In order to answer that objection, I turn to Mercier and Sperber's research on the function of reasoning. Their research shows that psychological mech-| 283 anisms which lead to irrational way of reasoning at the individual level from an evolutionary perspective can best be described as adaptations for communication and collective reasoning Sperber 2011, Mercier andSperber 2012). In their view, "reasoning has evolved and persisted mainly because it makes human communication more effective and advantageous" (Mercier and Sperber 2011: 60). ...
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Since political polarization significantly impacts contemporary politics and democracy, much of the research in the social sciences is dedicated to this topic. In recent times, philosophers joined the discussion related to the research on political polarization, primarily in the fields of political philosophy and political epistemology. The main aim of this paper is philosophical analysis of some dominant explanations of political polarization, but also to propose solutions for a way out of political polarization from the perspective of political philosophy. In a nutshell, to find solutions for a way out of political polarization, I will be looking in the direction of boosting epistemic rationality and fostering communication in conditions of tolerance and equality.
... En términos discursivos es la última de las partes del eje sintagmático y vehicula las proposiciones de mayor relevancia piscosocial, en virtud de que han sido legitimadas por razones, en la forma de argumentos (Sperber & Mercier, 2012;Sperber & Wilson, Artículo de Investigación 1995). ...
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Durante los últimos años se ha producido un proceso migratorio sin precedentes hacia Chile, situación que ha modificado en cierta medida la ecología social, por medio de la introducción de discursos de variadas procedencias dialectales. En esta línea, el trabajo ha descrito el comportamiento discursivo argumental de la ecología de inmigrantes colombianos, peruanos y venezolanos de la Región Metropolitana y de la Región Coquimbo, Chile (Zona Centro Norte). A partir de una entrevista cualitativa estructurada, 160 participantes expresaron su punto de vista frente a una situación de autoimplicación (la pandemia Covid-19); enseguida generaron argumentos justificatorios del punto de vista inicial; y finalmente, generaron la conclusión (peroratio) en la forma de una secuencia de discurso. El análisis permitió observar que el esquema de razonamiento sintomático asociado a la generación de argumentos ad misericordiam y de identidad caracteriza específicamente el discurso de los hablantes colombianos, peruanos y venezolanos. Por otra parte, se pudo observar que el empleo de esquema instrumental en la forma de argumento de tipo causal parece ser la vía de resolución de conflictos más amplia para esta ecología discursiva específica.
... Dès que les enfants arrivent à l'école, ils ont déjà acquis des capacités à raisonner et des manières de penser le monde par le jeu, le questionnement, la recherche et l'enquête (Ghaedi et al., 2015). Des enfants âgés de trois ans utilisent délibérément l'expression « parce que », qui suppose le développement d'un raisonnement logique et la volonté de donner une explication à leurs jugements (Sperber et Mercier, 2011 ;Vygotsky, 1978). De plus, les enfants, dès l'âge de 5 ans, peuvent s'imaginer comment leurs camarades de classe pensent Le programme de philosophie pour enfants suppose que l'acte de philosopher est accessible aux enfants, mais également que la philosophie est une discipline qui peut s'intégrer de manière transdisciplinaire dans le contexte scolaire actuel, particulièrement pour l'enseignement de la pensée critique (Lipman, 2003). ...
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Avec la diffusion d’information de façon imminente au moyen d’Internet, le partage d’opinions radicales, et la quantité grandissante de fausses nouvelles en constante propagation, la toile de fond du contexte sociétal n’a jamais été aussi opportune pour proposer une nouvelle forme d’éducation qui inclut la mobilisation et le développement de la pensée sous toutes ses formes, englobant la pensée critique. Cela dit, malgré un engouement pour une éducation qui favorise la pensée critique, plusieurs enseignantes se disent perplexes quant à l’idée de faire un enseignement de la sorte. Plusieurs recherches sur le programme de philosophie pour enfants montrent que la communauté de recherche philosophique est une approche pédagogique qui mérite d’être considérée pour la formation de la pensée critique, particulièrement par son accent sur la co-construction de sens et l’articulation de la pensée. Or, peu d’études ont été réalisées sur la manière dont les enseignantes s’y prennent pour créer un climat axé sur la mobilisation et le développement de la pensée critique lors des communautés de recherche philosophique. De plus, l’appropriation des conduites enseignantes dialogiques recommandées pour animer une communauté de recherche philosophique dans la littérature pédagogique sur le sujet n’a pas été explorée de façon empirique. En d’autres mots, la communauté de recherche philosophique semble être une approche pédagogique prometteuse pour le développer de la pensée critique des élèves du primaire, mais qu’est-ce que les enseignantes font pour que cela soit le cas ? Le présent projet explore les conduites enseignantes dialogiques, c’est-à-dire les stratégies d’enseignement, de deux enseignantes du primaire lors de l’animation de communautés de recherche philosophiques dans le but d’étudier comment celles-ci contribuent à la mise en œuvre d’un environnement axé sur le développement de la pensée critique et ses dimensions socioaffective (co-construction de sens) et cognitive (articulation de la pensée). Pour ce faire, j’ai observé et analysé de manière plutôt inductive les conduites enseignantes des participantes lors de deux communautés de recherche philosophique. Parallèlement, j’ai effectué des entretiens d’explicitation avec les enseignantes afin d’explorer comment elles décrivent leurs actions lors de l’animation et vivent cette expérience. Cette démarche, mélangeant mon observation des communautés de recherche philosophique à l’explicitation des enseignantes de leurs actions, m’a permis de mieux comprendre les conduites enseignantes dialogiques employées dans la création d’un environnement d’apprentissage à la pensée critique afin de les décrire. En m’appuyant sur des extraits des entretiens d’explicitation et des communautés de recherche philosophique, quatre conduites enseignantes dialogiques ont été identité dans l’animation des participantes. Pour la dimension cognitive, soit la création d’un climat axé sur l’articulation de la pensée, les conduites enseignantes dialogiques identifiées sont la sollicitation des raisons et l’aide à définir. Pour la dimension socioaffective, c’est-à-dire la mise en place d’un milieu où les élèves s’engagent dans un processus de co-construction de sens, les conduites enseignantes dialogiques identifiées sont la reformulation et la clarification des idées des élèves ainsi que l’invitation à la considération des points de vue d’autrui. La présentation de mon projet de recherche qualitatif s’inspire des modèles de Bourgeois (2016), Karsenti et Demers (2011) et Gagnon (2012) et se divise en cinq chapitres. Le premier chapitre présente la problématique à l’étude, soit l’animation de communautés de recherche philosophique, et inclut une mise en contexte, la présentation de l’état des connaissances (recension des écrits), l’exploration des concepts clés (cadre conceptuel), ainsi que la formulation de la question et de l’objectif de recherche. Le deuxième chapitre décrit la méthodologie utilisée afin de répondre à ma question de recherche en plus de justifier les techniques employées pour la collecte et l’analyse des données. Le troisième chapitre propose une synthèse des résultats issus d’une analyse effectuée dans une démarche semi-inductive. Le quatrième chapitre comporte la discussion, c’est-à-dire l’interprétation des données en fonction de l’état des connaissances. Finalement, la conclusion, qui se veut essentiellement une synthèse du projet et de la connaissance produite, forme le cinquième chapitre.
... The salience of phronesis thus becomes social rather than epistemological or moral. See further in Sperber and Mercier (2012). of phronesis reducing it to some sort of mysterious intuitive artistry that does not admit of any truths and falsehoods and, in the end, comes down to nothing more than individual subjective discretion (or even aesthetic appreciation). On those accounts, phronesis is a fuzzy and indeterminate concept, referring to an elusive capacity 'to think on one's feet […] experiment […] and let one's logos hang loose' (Caputo, 1993, p. 101). ...
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The aim of this article is to provide an overview of various discourses relevant to developing a construct of collective phronesis, from a (neo)-Aristotelian perspective, with implications for professional practice in general and business practice and business ethics education in particular. Despite the proliferation of interest in practical wisdom within business ethics and more general areas of both psychology and philosophy, the focus has remained mostly on the construct at the level of individual decision-making, as in Aristotle’s Nicomachean Ethics. However, he also made intriguing remarks about phronesis at the collective level in his Politics: remarks that have mostly eluded elaboration. The aim of this article is practical and revisionary, rather than exegetical and deferential, with respect to Aristotle. Nevertheless, just as most of the literature on individual phronesis draws on Aristotle’s exposition in the Nicomachean Ethics, the obvious first port of call for an analysis of collective phronesis is to explore the resources handed down to us by Aristotle himself. The lion’s share of this article is, therefore, devoted to making sense of Aristotle’s somewhat unsystematic remarks and the lessons we can draw from them about collective managerial phronesis and business ethics education.
... Estas ideas de Mercier, que revisa una extensa bibliografía principalmente en el ámbito de la psicología del razonamiento, apoyarían la opinión de que tenderíamos a morigerar nuestras participaciones argumentativas, ser proclives al intercambio de creencias, particularmente porque existiría un tipo de defensa tendiente a preservar la consistencia de nuestra red de creencias incluso cuando nos enfrentamos a evidencia contundente. Se podría concluir, entonces, que desde la perspectiva que defienden varios autores (Mercier, 2011a(Mercier, , 2011b(Mercier, , 2011c(Mercier, , 2011d(Mercier, , 2012Mercier y Landemore, 2012;Mercier y Sperber, 2009;Sperber, 2001;Sperber y Mercier, 2012;, la argumentatividad de las personas, definida por ahora de forma simple como la tendencia a involucrarse en intercambios controversiales, estaría limitada por una estructura cognitiva orientada hacia conservación de las creencias. El sesgo de confirmación sería un poderoso heurístico que nos confina a argumentar solo hasta allí donde podemos justificar algo, sin hacer el esfuerzo por encontrar el argumento óptimo. ...
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This paper reports the results of an empirical study on argumentativeness in the discourse of Chilean elderly people and young university students. Argumentativeness means speaker’s willingness to deliver or evade the use of reasons in a dialogue when there is a difference of opinion. From the theoretical point of view, different approaches to the concept of argumentativeness are reviewed, including those proposed from the psychology of reasoning or the theory of communication, in order to come up with a new and original conceptual framework. From the methodological point of view, a semi-structured interview was used. In the interview, different types of argumentative patterns were presented to which the interviewee had to respond. Among the most important results, it was found that while age is, in fact, a particular factor that partially influences a person’s argumentativeness, gender is not. Finally, some ideas to further research in this area are suggested.
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الملخص ‫طوَّر الذهن آليات يقظة تحمي الأفراد من الانخداع ومن المعلومات المضللة. فهي تشكل قالبًا يفحص موثوقية المرسل (المتكلم) ومصداقية المعلومات. ويمكن أن تشتمل آليات اليقظة أيضًا على مجموعة فرعية من الآليات المتخصصة تحمي المرسل إليه (السامع) من الأخطاء التأويلية التي تؤدي إلى إخفاقٍ في الفهم أو إلى سوء الفهم، وذلك بفحص معقولية الفرضيات التأويلية المناسبة ومقبوليتها على النحو الأمثل.‬ ‫ونفترض أن الفهم والقَبول عمليتان تشتغلان في شكل من المعالجة المتوازية يشبه التكيّف المتبادل المتوازي بقالبين معرفيين مختلفين. وعلى الرغم من أن اليقظة المعرفية يمكن أن تزودنا بعملية موضعية أو حصرية لدمج الافتراضات المتعلقة بمعرفة المرسل (المتكلم)، فلا شيء يمكن أن يمنع عملية الفهم من الضلال إذا وقعت في مناسبة عرضية . ولتفادي هذا المشكل نتبنى مفهوم “الحيز الموسّع” لليقظة المعرفية فلا يقتصر الأمر على تقييمها من حيث مصداقية التأويل فحسب، ولكنها تُقَيِّم أيضًا مقبولية التأويل، ومن ثمّة تفاعلها مباشرة مع عملية الفهم. ونزعم أن اليقظة المعرفية ضرورية للتغلب على إخفاق الفهم أو تجنبه على المستوى الصريح والضمني للتواصل، فقد يصل المرسل إليه (السامع) إلى تأويلات خاطئة تبدو بشكل عرضي مناسبة، ويعتقد أنها كانت قصدية.
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This dissertation tackles the issue of uncooperative and manipulative communication from a cognitive pragmatic perspective and develops and documents the fundamental hypothesis that its success depends on whether the manipulator manages to keep the manipulative intention concealed. Specifically, manipulative communication is conceived here as a twofold process meant to i) mislead the addressee into processing limited sets of contextual information and ii) prevent her/him from processing contextual information that would be detrimental to the success of the manipulative attempt. The dissertation draws on several fields of research in the Humanities and attempts to interface findings from cognitive psychology (mainly research on cognitive biases) and argumentation theory (research on fallacies) into a consistent cognitive pragmatic account of information-processing. To this end, the so-called Contextual Selection Constraint model (CSC) is presented; this model specifies from a theoretical perspective how certain linguistic and argumentative strategies can be used to constrain the comprehension procedure so that targeted assumptions end up partaking in the derivation of meaning and other unwanted assumptions turn out to be disregarded – or unprocessed altogether. These possibilities are conceived as natural potential consequences of our cognitive system’s inherent fallibility.
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Averaging estimates is an effective way to improve accuracy when combining expert judgments, integrating group members' judgments, or using advice to modify personal judgments. If the estimates of two judges ever fall on different sides of the truth, which we term bracketing, averaging must outperform the average judge for convex loss functions, such as mean absolute deviation (MAD). We hypothesized that people often hold incorrect beliefs about averaging, falsely concluding that the average of two judges' estimates would be no more accurate than the average judge. The experiments confirmed that this misconception was common across a range of tasks that involved reasoning from summary data (Experiment 1), from specific instances (Experiment 2), and conceptually (Experiment 3). However, this misconception decreased as observed or assumed bracketing rate increased (all three studies) and when bracketing was made more transparent (Experiment 2). Experiment 4 showed that flawed inferential rules and poor extensional reasoning abilities contributed to the misconception. We conclude by describing how people may face few opportunities to learn the benefits of averaging and how misappreciating averaging contributes to poor intuitive strategies for combining estimates.
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Confirmation bias, as the term is typically used in the psychological literature, connotes the seeking or interpreting of evidence in ways that are partial to existing beliefs, expectations, or a hypothesis in hand. The author reviews evidence of such a bias in a variety of guises and gives examples of its operation in several practical contexts. Possible explanations are considered, and the question of its utility or disutility is discussed.
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This chapter outlines the two basic routes to persuasion. One route is based on the thoughtful consideration of arguments central to the issue, whereas the other is based on the affective associations or simple inferences tied to peripheral cues in the persuasion context. This chapter discusses a wide variety of variables that proved instrumental in affecting the elaboration likelihood, and thus the route to persuasion. One of the basic postulates of the Elaboration Likelihood Model—that variables may affect persuasion by increasing or decreasing scrutiny of message arguments—has been highly useful in accounting for the effects of a seemingly diverse list of variables. The reviewers of the attitude change literature have been disappointed with the many conflicting effects observed, even for ostensibly simple variables. The Elaboration Likelihood Model (ELM) attempts to place these many conflicting results and theories under one conceptual umbrella by specifying the major processes underlying persuasion and indicating the way many of the traditionally studied variables and theories relate to these basic processes. The ELM may prove useful in providing a guiding set of postulates from which to interpret previous work and in suggesting new hypotheses to be explored in future research. Copyright © 1986 Academic Press Inc. Published by Elsevier Inc. All rights reserved.
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Reasoning may be defined as a deliberate effort to coordinate inferences so as to reach justifiable conclusions. Thus defined, reasoning includes collaborative as well as individual forms of cognitive action. The purpose of the present study was to demonstrate a circumstance in which collaborative reasoning is qualitatively superior to individual reasoning. The selection task, a well known logical hypothesis-testing problem, was presented to 143 college undergraduates—32 individuals and 20 groups of 5 or 6 interacting peers. The correct (falsification) response pattern was selected by only 9% of the individuals but by 75% of the groups. The superior performance of the groups was due to collaborative reasoning rather than to imitation or peer pressure. Groups typically co-constructed a structure of arguments qualitatively more sophisticated than that generated by most individuals. The results support Piagetian and Habermasian views of peer interaction as a locus of rational social processes.
Chapter
The chapter presents evidence consistent with the observations of Roethke and Vargas Llosa that introspection can be disruptive. The focus is on one type of introspection-thinking—the reasons for one's feelings. The chapter demonstrates that this type of thought can cause people to change their minds about the way they feel and lead to a disconnection between their attitudes and their behavior. It is clear that asking people to think about reasons will often produce attitude change, particularly for affectively based attitudes. The direction of this change, however, has been difficult to predict. The chapter explains people who think about reasons and end up with an attitude that is significantly more negative or positive, on the average, than the attitudes of control subjects. The direction of attitude change is difficult to predict, because it is closely related to the hypothesis about the generation of a biased sample of reasons. In the chapter, there are at least two sorts of harmful attitudes that might be changed by thinking about reasons—those that are undesirable from the individual's perspective and those that are undesirable from a societal perspective.
Conference Paper
The sunk cost effect is a maladaptive economic behavior that is manifested in a greater tendency to continue an endeavor once an investment in money, effort, or time has been made. The Concorde fallacy is another name for the sunk cost effect, except that the former term has been applied strictly to lower animals, whereas the latter has been applied solely to humans. The authors contend that there are no unambiguous instances of the Concorde fallacy in lower animals and also present evidence that young children, when placed in an economic situation akin to a sunk, cost one, exhibit more normatively correct behavior than do adults. These findings pose an enigma: Why do adult humans commit an error contrary to the normative cost-benefit rules of choice, whereas children and phylogenetically humble organisms do not? The authors attempt to show that this paradoxical state of affairs is due to humans' overgeneralization of the "Don't waste" rule.