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Authority Bias: Difference between revisions
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'''Authority bias refers to a cognitive bias in which individuals attribute greater accuracy, credibility, or expertise to | [[File:Authority bias.png|alt=Authority bias|thumb|'''Figure 1'''. Critical faculties diminish in the presence of perceived authority.]] | ||
'''Authority bias refers to a [[Cognitive biases|cognitive bias]] in which individuals attribute greater accuracy, credibility, or expertise to a perceived source of information over another. Accepting authority causes people to conform to opinions, beliefs, or directives without critically evaluating them.''' | |||
This has been showed experimentally for example, children learned better when they learned from an agent who asserted their knowledgeability in the domain as compared with one who did not<ref>Learning words from knowledgeable versus ignorant speakers: Links between preschoolers' theory of mind and semantic development. MA Sabbagh, DA Baldwin - Child development, 2001 - Wiley Online Library<nowiki/>https://srcd.onlinelibrary.wiley.com/doi/abs/10.1111/1467-8624.00334?casa_token=k-S9Zt8VjvQAAAAA:ClM05nL9ho8EVfJjp3XVjIdCAMCKKzVAQ_coHwMeXk9yRLAkuqqQAfxV-ipjPJJTABoiTXmhDsqcsvs_ww</ref>. That very young children track agents’ knowledgeability and use it to inform their beliefs and exploratory behavior supports the theory that this ability reflects an evolved capacity central to our species’ knowledge development. | This has been showed experimentally for example, children learned better when they learned from an agent who asserted their knowledgeability in the domain as compared with one who did not<ref>Learning words from knowledgeable versus ignorant speakers: Links between preschoolers' theory of mind and semantic development. MA Sabbagh, DA Baldwin - Child development, 2001 - Wiley Online Library<nowiki/>https://srcd.onlinelibrary.wiley.com/doi/abs/10.1111/1467-8624.00334?casa_token=k-S9Zt8VjvQAAAAA:ClM05nL9ho8EVfJjp3XVjIdCAMCKKzVAQ_coHwMeXk9yRLAkuqqQAfxV-ipjPJJTABoiTXmhDsqcsvs_ww</ref>. That very young children track agents’ knowledgeability and use it to inform their beliefs and exploratory behavior supports the theory that this ability reflects an evolved capacity central to our species’ knowledge development. | ||