In This Issue Extending the Reach of Behavioral Policy
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All in the Mind Psychology for the Curious
All in the Mind Psychology for the Curious Third Edition Adrian Furnham and Dimitrios Tsivrikos www.ebook3000.com This third edition first published 2017 © 2017 John Wiley & Sons, Ltd Edition history: Whurr Publishers Ltd (1e, 1996); Whurr Publishers Ltd (2e, 2001) Registered Office John Wiley & Sons, Ltd, The Atrium, Southern Gate, Chichester, West Sussex, PO19 8SQ, UK Editorial Offices 350 Main Street, Malden, MA 02148‐5020, USA 9600 Garsington Road, Oxford, OX4 2DQ, UK The Atrium, Southern Gate, Chichester, West Sussex, PO19 8SQ, UK For details of our global editorial offices, for customer services, and for information about how to apply for permission to reuse the copyright material in this book please see our website at www.wiley.com/wiley‐blackwell. The right of Adrian Furnham and Dimitrios Tsivrikos to be identified as the authors of this work has been asserted in accordance with the UK Copyright, Designs and Patents Act 1988. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, except as permitted by the UK Copyright, Designs and Patents Act 1988, without the prior permission of the publisher. Wiley also publishes its books in a variety of electronic formats. Some content that appears in print may not be available in electronic books. Designations used by companies to distinguish their products are often claimed as trademarks. All brand names and product names used in this book are trade names, service marks, trademarks or registered trademarks of their respective owners. -
Featured Topic Social & Behavioral Science Interventions at the Federal Level in This Issue Nudging People to Get Flu Vaccinations
a publication of the behavioral science & policy association volume 2 issue 2 2016 featured topic social & behavioral science interventions at the federal level in this issue Nudging people to get flu vaccinations behavioralpolicy.org founding co-editors disciplinary editors Craig R. Fox (UCLA) Behavioral Economics Sim B Sitkin (Duke University) Senior Disciplinary Editor Dean S. Karlan (Yale University) bspa executive director Associate Disciplinary Editors Oren Bar-Gill (Harvard University) Colin F. Camerer (California Institute ofTechnology) Kate B.B. Wessels M. Keith Chen (UCLA) advisory board Julian Jamison (World Bank) Paul Brest (Stanford University) Russell B. Korobkin (UCLA) David Brooks (New York Times) Devin G. Pope (University of Chicago) John Seely Brown (Deloitte) Jonathan Zinman (Dartmouth College) Robert B. Cialdini (Arizona State University) Adam M. Grant (University of Pennsylvania) Cognitive & Brain Science Daniel Kahneman (Princeton University) Senior Disciplinary Editor Henry L. Roediger III (Washington University) James G. March (Stanford University) Associate Disciplinary Editors Yadin Dudai (Weizmann Institute & NYU) Jeffrey Pfeffer (Stanford University) Roberta L. Klatzky (Carnegie Mellon University) Denise M. Rousseau (Carnegie Mellon University) Hal Pashler (UC San Diego) Paul Slovic (University of Oregon) Steven E. Petersen (Washington University) Cass R. Sunstein (Harvard University) Jeremy M. Wolfe (Harvard University) Richard H. Thaler (University of Chicago) Decision, Marketing, & Management Sciences executive committee Senior Disciplinary Editor Eric J. Johnson (Columbia University) Associate Disciplinary Editors Linda C. Babcock (Carnegie Mellon University) Morela Hernandez (University of Virginia) Max H. Bazerman (Harvard University) Katherine L. Milkman (University of Pennsylvania) Baruch Fischhoff (Carnegie Mellon University) Daniel Oppenheimer (UCLA) John G. Lynch (University of Colorado) Todd Rogers (Harvard University) John W. -
Memory Performance and Adaptive Strategies in Younger and Older Adults During Single and Dual Task Conditions
MEMORY PERFORMANCE AND ADAPTIVE STRATEGIES IN YOUNGER AND OLDER ADULTS DURING SINGLE AND DUAL TASK CONDITIONS VICTORIA GRACE COLLIN A thesis submitted in partial fulfilment of the requirements of the University of Greenwich for the Degree of Doctor of Philosophy June 2015 DECLARATION “I certify that this work has not been accepted in substance for any degree, and is not currently being submitted for any degree other than that of Doctor of Philosophy being studied at the University of Greenwich. I also declare that this work is the result of my own investigations except where otherwise identified by references and that I have not plagiarised the work of others.” Student Victoria G Collin Date First Supervisor Dr Sandhiran Patchay Date ii ACKNOWLEDGEMENTS . Firstly I would like to thank my supervisors, Dr Sandhi Patchay, Dr Trevor Thompson and Professor Pam Maras for all of your support and guidance over the years. It’s been a long and sometimes difficult journey, and I really appreciate all of your patience and understanding. I would also like to thank Dr Mitchell Longstaff who encouraged me to embark on this journey, and for all of his help early on as my supervisor. Thanks also to all my colleagues in the department for their advice and encouragement over the years. In particular I would like to thank Dr Claire Monks who was very helpful in her role as Programme Leader- sorry for all of the annoying questions! I would like to thank all of the participants, who offered their precious time to take part in my research. -
Behavioral Insights from Across the Pond: How Nudging Tools from the U.K
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Boston University Institutional Repository (OpenBU) Boston University OpenBU http://open.bu.edu Theses & Dissertations Boston University Theses & Dissertations 2015 Behavioral insights from across the pond: how nudging tools from the U.K. won't help reduce obesity In the U.S. https://hdl.handle.net/2144/15717 Boston University BOSTON UNIVERSITY GRADUATE SCHOOL OF ARTS AND SCIENCES THESIS BEHAVIORAL INSIGHTS FROM ACROSS THE POND: HOW NUDGING TOOLS FROM THE U.K. WON’T HELP REDUCE OBESITY IN THE U.S. by ALISON M. DORSI B.A., Boston University, 2015 M.A., Boston University, 2015 Submitted in partial fulfillment of the requirements for the degree of Master of Arts 2015 © Copyright by ALISON M. DORSI 2015 Approved By First Reader ______________________________________________ Graham Wilson, Ph.D. Professor of Political Science Second Reader ______________________________________________ Douglas Kriner, Ph.D. Associate Professor of Political Science To my Mother and Father iv BEHAVIORAL INSIGHTS FROM ACROSS THE POND: HOW NUDGING TOOLS FROM THE U.K. WON’T HELP REDUCE OBESITY IN THE U.S. ALISON M. DORSI ABSTRACT Obesity has become a major issue in advanced societies having serious impacts on various social as well as economic levels. In addition to the personal costs of obesity leading to serious and chronic diseases, obesity projects additional burdens upon society including lack of productivity, often resulting in increased dependence on governmental benefits, as well as increasing health care costs, most of which are paid for by taxes. This phenomenon has become especially prevalent in the United States and the United Kingdom, with both countries attempting to reduce obesity levels with programs that utilize varying levels of paternalism. -
The Cognitive Neuroscience of Memory Distortion
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Elsevier - Publisher Connector Neuron, Vol. 44, 149–160, September 30, 2004, Copyright 2004 by Cell Press The Cognitive Neuroscience Review of Memory Distortion Daniel L. Schacter* and Scott D. Slotnick distortions: misattribution, suggestibility, and bias. Mis- Department of Psychology attribution occurs when retrieved information is as- Harvard University signed to the wrong source (e.g., mistaking a previously Cambridge, Massachusetts 02138 imagined event for a real one); suggestibility refers to the incorporation of inaccurate information from external sources, such as misleading questions, into one’s own Memory distortion occurs in the laboratory and in ev- memories; and bias involves the distorting influences of eryday life. This article focuses on false recognition, present knowledge, beliefs, and feelings on recollection a common type of memory distortion in which individu- of previous experience. als incorrectly claim to have encountered a novel ob- Cognitive psychologists have long been interested in ject or event. By considering evidence from neuropsy- each of the distortion-related sins and have produced chology, neuroimaging, and electrophysiology, we much research concerning their properties and impli- address three questions. (1) Are there patterns of neu- cations (for reviews, see Johnson et al., 1993; Koriat ral activity that can distinguish between true and false and Goldsmith, 1996; Roediger and McDermott, 2000; recognition? (2) Which brain regions contribute to false Schacter, 2001; Schacter et al., 1998a). Such distortions recognition? (3) Which brain regions play a role in mon- have interested psychologists because they can provide itoring or reducing false recognition? Neuroimaging insight into the constructive nature of memory, revealing and electrophysiological studies suggest that sensory how bits of information are patched together to form activity is greater for true recognition compared to memories with varying degrees of accuracy. -
An Overview of the Neuro-Cognitive Processes Involved in the Encoding, Consolidation, and Retrieval of True and False Memories Benjamin Straube*
Straube Behavioral and Brain Functions 2012, 8:35 http://www.behavioralandbrainfunctions.com/content/8/1/35 REVIEW Open Access An overview of the neuro-cognitive processes involved in the encoding, consolidation, and retrieval of true and false memories Benjamin Straube* Abstract Perception and memory are imperfect reconstructions of reality. These reconstructions are prone to be influenced by several factors, which may result in false memories. A false memory is the recollection of an event, or details of an episode, that did not actually occur. Memory formation comprises at least three different sub-processes: encoding, consolidation and the retrieval of the learned material. All of these sub-processes are vulnerable for specific errors and consequently may result in false memories. Whereas, processes like imagery, self-referential encoding or spreading activation can lead to the formation of false memories at encoding, semantic generalization during sleep and updating processes due to misleading post event information, in particular, are relevant at the consolidation stage. Finally at the retrieval stage, monitoring processes, which are assumed to be essential to reject false memories, are of specific importance. Different neuro-cognitive processes have been linked to the formation of true and false memories. Most consistently the medial temporal lobe and the medial and lateral prefrontal cortex have been reported with regard to the formation of true and false memories. Despite the fact that all phases entailing memory formation, consolidation of stored information and retrieval processes, are relevant for the forming of false memories, most studies focused on either memory encoding or retrieval. Thus, future studies should try to integrate data from all phases to give a more comprehensive view on systematic memory distortions. -
Applying Behavioral Science to Nonprofit Program Delivery
RESEARCH to ACTION LAB Applying Behavioral Science to Nonprofit Program Delivery Testing a Behavioral Insights Implementation Process with Urban Alliance Justin Milner Matthew Gerken Brett Theodos JANUARY 2021 01 APPLYING BEHAVIORAL SCIENCE TO NONPROFIT PROGRAM DELIVERY NSIGHTS FROM BEHAVIORAL SCIENCE offer an opportunity for nonprofits seeking to improve their program delivery and Ioverall impact. Urban Institute collaborated with Urban Alliance, a high-performing nonprofit organization, to adapt behavioral science insights to the unique challenges of the organization. In this brief, we document our behavioral insights implementation process, or BIIP, and how we tested that approach with Urban Alliance to improve a key component of its program model. We offer this approach as a resource for other organizations looking to leverage behavioral science. INTRODUCTION Nonprofit organizations are increasingly focused on demonstrating outcomes and impact of their work, not just providing services (Liket, Rey-Garcia, and Maas 2014). The reward for showing their effectiveness is clear: government and philanthropy often target contracts and grants to the interventions most likely to deliver positive outcomes (Haskins 2018; Zhang et al. 2017). For nonprofits moving in this evidence- based direction, most of their efforts will be focused on improving the core work of their programs— better counseling services or improved education supports, for example. However, nonprofits should also consider complementary interventions to improve their work’s overall impact. Behavioral science offers a unique opportunity for nonprofits seeking to pursue this approach and improve program delivery and overall impact (Richburg-Hayes et al. 2014). Behavioral science takes a microscope to human behavior, focusing on how people make decisions and then act on those decisions. -
Should Governments Invest More in Nudging?
University of Pennsylvania ScholarlyCommons Finance Papers Wharton Faculty Research 2017 Should Governments Invest More in Nudging? Shlomo Benartzi John Beshears Katherine L. Milkman University of Pennsylvania Richard H. Thaler Maya Shankar See next page for additional authors Follow this and additional works at: https://repository.upenn.edu/fnce_papers Part of the Finance and Financial Management Commons, and the Social and Behavioral Sciences Commons Recommended Citation Benartzi, S., Beshears, J., Milkman, K. L., Thaler, R. H., Shankar, M., Tucker-Ray, W., Congdon, W. J., & Galing, S. (2017). Should Governments Invest More in Nudging?. Psychological Science, 28 (8), 1041-1055. http://dx.doi.org/10.1177/0956797617702501 This paper is posted at ScholarlyCommons. https://repository.upenn.edu/fnce_papers/75 For more information, please contact [email protected]. Should Governments Invest More in Nudging? Abstract Governments are increasingly adopting behavioral science techniques for changing individual behavior in pursuit of policy objectives. The types of “nudge” interventions that governments are now adopting alter people’s decisions without coercion or significant changes ot economic incentives. We calculated ratios of impact to cost for nudge interventions and for traditional policy tools, such as tax incentives and other financial inducements, and we found that nudge interventions often compare favorably with traditional interventions. We conclude that nudging is a valuable approach that should be used more often in conjunction with traditional policies, but more calculations are needed to determine the relative effectiveness of nudging. Disciplines Business | Finance and Financial Management | Social and Behavioral Sciences Author(s) Shlomo Benartzi, John Beshears, Katherine L. Milkman, Richard H. Thaler, Maya Shankar, Will Tucker-Ray, William J. -
Okami Study Guide: Chapter 8 1
Okami Study Guide: Chapter 8 1 Chapter in Review 1. Memory may be defined as a group of mechanisms and systems that encode, store, and retrieve information. The modal model of memory describes three stages and stores in the memory process: sensory memory, short-term memory (STM), and long- term memory (LTM). 2. Sensory memory very briefly stores fleeing sensory impressions for further processing in STM and LTM. Sensory memory is divided into two categories: iconic store, which stores fleeting visual impressions; and echoic store, which stores fleeting auditory impressions. In addition to storing sensory impressions for further processing, sensory memory allows us to perceive the world as a continuous stream of events instead of a series of “snapshots.” 3. When you consciously or unconsciously decide to pay attention to specific pieces of information in sensory memory, the information is transferred into short-term memory. The duration and capacity of STM are limited. In general, information can remain in STM for no longer than 20 seconds unless maintenance rehearsal takes place, and no more than 4 single items or chunks of information can be held in STM at any one time. A chunk is any grouping of items that are strongly associated with one another. 4. Long-term memory (LTM) is theoretically limitless and relatively permanent. Information moves from STM to LTM when it is encoded in one of three ways: through sound (acoustic encoding), imagery (visual encoding), or meaning (semantic encoding). Encoding in STM tends to be primarily acoustic, secondarily visual, and much less often semantic. However, encoding in LTM is most effective if it is semantic. -
The Seven Sins of Memory
The seven sins of memory 1: Transience What is it? Gradual loss of memory. Memory is lost/diminishes over time. Both in STM and LTM. Why is it a sin? It’s is a by-product of an adaptive system property: It’s often useful to forget old and outdated information that is not relevant any more (to be able to act appropriately). It can also be useful to be able to forget unwanted thoughts that were memorized involuntarily. The sin is, that we either lose too much information or things that we might need later. Which is, when we realize the transience of memory. What’s the empirical evidence? Empirical evidence dates back to Ebbinghaus (1885) who showed that forgetting is a (power)-function of time. The rate of forgetting slows down with the passage of time. To date, it’s unclear, what causes this sin, probably a mixture of decay, interference and overwriting, with an emphasis on the latter two. The causes of transience seem to be different for STM as opposed to LTM. Structures in the medial temporal lobe seem to be the basis of LTM, while structures in left parietal and left inferior prefrontal cortex seem to be the seat of working memory (STM). What’s an example? There are many possible examples. Being unable to remember information that one encoded a couple of years ago, forgetting a phone number that one just looked up, etc. 2: Absent-mindedness What is it? This refers to a failure of attention, either at the encoding stage or at the retrieval stage. -
Projective Paternalism
Projective Paternalism Sandro Ambuehl, B. Douglas Bernheim, and Axel Ockenfels.∗ July 12, 2019 Abstract We study experimentally when, why, and how people intervene in others' choices. Choice Archi- tects (CAs) construct opportunity sets containing bundles of time-indexed payments for Choosers. CAs frequently prevent impatient choices despite opportunities to provide advice, believing Choosers benefit. We consider several hypotheses concerning CAs' motives. A conventional behavioral wel- farist acts as a correctly informed social planner; a mistakes-projective paternalist removes options she wishes she could reject when choosing for herself; an ideals-projective paternalist seeks to align others' choices with her own aspirations. Ideals-projective paternalism provides the best explanation for interventions in the laboratory and rationalizes support for actual paternalistic policies. ∗Ambuehl: University of Toronto, UTSC, and Rotman School of Management, 105 St. George Street, Toronto, ON, M5S 3E6, Canada, [email protected]. Bernheim: Stanford University, Department of Economics, 579 Serra Mall, Stanford, CA, 94305, USA, [email protected]. Ockenfels: University of Cologne, Department of Economics, Universit¨atsstrasse22a, 50923 Cologne, Germany, [email protected]. We thank Joshua Knobe, Yoram Halevy, Armin Falk, Glenn W. Harrison, Kiryl Khalmetski, Frank Schillbach, Cass Sunstein, Dmitry Taubinsky, Stefan Trautmann, and seminar and conference audiences in Berkeley, Copenhagen, Cork, Cornell, Heidelberg, Innsbruck, Nijmegen, NYU, Stanford, Toronto, and Zurich for helpful comments and discussions. Max Rainer Pascal Grossmann and Yero Samuel Ndiaye provided excellent research assistance. Ambuehl gratefully acknowledges support through a University of Toronto Connaught New Researcher Award and the University of Toronto Scarborough Wynne and Bertil Plumptre Fellowship. Parts of this paper were written while Ambuehl visited the briq Institute in Bonn. -
Contributions from Episodic Memory and Beyond
Simulating personal future events: Contributions from episodic memory and beyond The Harvard community has made this article openly available. Please share how this access benefits you. Your story matters Citation Gaesser, Brendan James. 2014. Simulating personal future events: Contributions from episodic memory and beyond. Doctoral dissertation, Harvard University. Citable link http://nrs.harvard.edu/urn-3:HUL.InstRepos:11744431 Terms of Use This article was downloaded from Harvard University’s DASH repository, and is made available under the terms and conditions applicable to Other Posted Material, as set forth at http:// nrs.harvard.edu/urn-3:HUL.InstRepos:dash.current.terms-of- use#LAA Simulating personal future events: Contributions from episodic memory and beyond A dissertation presented by Brendan Gaesser to The Department of Psychology in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the subject of Psychology Harvard University Cambridge, Massachusetts November 2013 © 2013 Brendan Gaesser All rights reserved Advisor: Professor Daniel Schacter Author: Brendan Gaesser Simulating personal future events: Contributions from episodic memory and beyond Abstract Episodic simulation refers to the construction of imagined, hypothetical events that might occur in one’s personal future. Damage to our capacity for episodic simulation can produce grave consequences, impairing our ability to anticipate, plan, and prepare for the future. New theoretical approaches have begun to uncover the cognitive and neural mechanisms underlying episodic simulation, but much remains to be examined. The purpose of this dissertation is to further investigate the mechanisms supporting episodic simulation as well as the functions it serves. In the first study of the dissertation I examine age-related deficits in imagining the future, remembering the past, and describing the present (Paper 1).