Dataset Information

Developing the Bias Blind Spot: Increasing Skepticism towards Others.

ABSTRACT: Two experiments with eighty-eight 7- to 10-year-olds examined the bias blind spot in children. Both younger and older children rated themselves as less likely than a specific other (Experiment 1) or an average child (Experiment 2) to commit various biases. These self-other differences were also more extreme for biased behaviors than for other behaviors. At times, older children demonstrated stronger self-other differences than younger children, which seemed primarily driven by older children's judgments about bias in others. These findings suggest that, although the bias blind spot exists as soon as children recognize other-committed biases, what changes over development is how skeptical children are towards others.

SUBMITTER: Elashi FB

PROVIDER: S-EPMC4629905 | biostudies-literature | 2015

REPOSITORIES: biostudies-literature

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Developing the Bias Blind Spot: Increasing Skepticism towards Others.

Elashi Fadwa B FB Mills Candice M CM

PloS one 20151102 11

Two experiments with eighty-eight 7- to 10-year-olds examined the bias blind spot in children. Both younger and older children rated themselves as less likely than a specific other (Experiment 1) or an average child (Experiment 2) to commit various biases. These self-other differences were also more extreme for biased behaviors than for other behaviors. At times, older children demonstrated stronger self-other differences than younger children, which seemed primarily driven by older children's j ...[more]

PMID: 26523603

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Project description:Objective: The high didactic potential of Virtual Reality (VR) contrasts with the point of view of students that the technology only has a relatively low significance for current and future teaching. This discrepancy was studied in a differentiated manner in order to gear the further development and implementation of VR towards the target group. Methods: From January 2020 to July 2020, medical students (N=318) were asked to watch ten videos online and rate them on the basis of acceptance indicators (e.g., fun and fairness). Using obstetrics as an example, the videos demonstrated five levels of VR technology functionality (e.g., haptic and adaptive feedback), some of which were visionary, in two use scenarios (teaching and the OSCE). The individual and aggregate indicators were compared with non-parametric testing procedures across application scenarios, functional levels and genders. In addition, correlations between the acceptance and the factors of semester, age, computer affinity, and previous VR experience were analyzed. Results: Across all functional levels, VR was more likely to be accepted in the classroom than in the OSCE. Comparisons across functional levels also revealed that the VR ready to be marketed was significantly more accepted than the visionary functions. This skepticism toward advancing VR technology was most pronounced with regard to the vision of autonomous VR examinations and among female students with a low computer affinity. Conclusion: The results suggest that the students' reservations are due to a lack of experience with the VR technology. In order for young physicians to become familiar with the technology and to be able to use it competently in the everyday clinical practice in the future, VR should not only be used as a teaching tool but also be part of the curriculum. Practical examinations using VR, on the other hand, are only recommended once the technology has become established in teaching and has been proven to be reliable.

Dataset Information

Developing the Bias Blind Spot: Increasing Skepticism towards Others.

Publications

Developing the Bias Blind Spot: Increasing Skepticism towards Others.

Similar Datasets

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