The Intentional Selection Assumption.

context decision making intentional selection social social cognition

Journal

Frontiers in psychology
ISSN: 1664-1078
Titre abrégé: Front Psychol
Pays: Switzerland
ID NLM: 101550902

Informations de publication

Date de publication:
2021
Historique:
received: 05 06 2020
accepted: 21 09 2021
entrez: 12 11 2021
pubmed: 13 11 2021
medline: 13 11 2021
Statut: epublish

Résumé

There exists a rich literature describing how social context influences decision making. Here, we propose a novel framing of social influences, the Intentional Selection Assumption. This framework proposes that, when a person is presented with a set of options by another social agent, people may treat the set of options as intentionally selected, reflecting the chooser's inferences about the presenter and the presenter's goals. To describe our proposal, we draw analogies to the cognition literature on sampling inferences within concept learning. This is done to highlight how the Intentional Selection Assumption accounts for both normative (e.g., comparing perceived utilities) and subjective (e.g., consideration of context relevance) principles in decision making, while also highlighting how analogous findings in the concept learning literature can aid in bridging these principles by drawing attention to the importance of potential sampling assumptions within decision making paradigms. We present the two behavioral experiments that provide support to this proposal and find that social-contextual cues influence choice behavior with respect to the induction of sampling assumptions. We then discuss a theoretical framework of the Intentional Selection Assumption alongside the possibility of its potential relationships to contemporary models of choice. Overall, our results emphasize the flexibility of decision makers with respect to social-contextual factors without sacrificing systematicity regarding the preference for specific options with a higher value or utility.

Identifiants

pubmed: 34764896
doi: 10.3389/fpsyg.2021.569275
pmc: PMC8576492
doi:

Types de publication

Journal Article

Langues

eng

Pagination

569275

Informations de copyright

Copyright © 2021 Colantonio, Durkin, Caglar, Shafto and Bonawitz.

Déclaration de conflit d'intérêts

The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.

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Auteurs

Joseph Colantonio (J)

Department of Psychology, Rutgers University-Newark, Newark, NJ, United States.

Kelley Durkin (K)

Peabody College of Education and Human Development, Vanderbilt University, Nashville, TN, United States.

Leyla Roksan Caglar (LR)

Department of Psychology, Rutgers University-Newark, Newark, NJ, United States.

Patrick Shafto (P)

Department of Mathematics and Computer Science, Rutgers University-Newark, Newark, NJ, United States.

Elizabeth Bonawitz (E)

Department of Psychology, Rutgers University-Newark, Newark, NJ, United States.
Graduate School of Education, Harvard University, Cambridge, MA, United States.

Classifications MeSH