Karim S. Kassam’s research while affiliated with Carnegie Mellon University and other places

Across consequential attributions of attitudes, ability, emotions, and morality, people make correspondent inferences. People infer stable personality characteristics from others’ behavior, even when that behavior is caused by situational factors. We examined the structure of correspondent inferences and report the development and validation of an instrument measuring individual differences in this correspondence bias (a Neglect of External Demands scale, or “NED”). The NED is internally consistent and distinct from scales and measures of intelligence, cognitive ability, cognitive reflection, general decision-making ability, preference for control, and attributional style. Individual differences in correspondence bias predict blaming people for harmful accidents, believing coerced confessions, correcting for job and task difficulty when making performance evaluations and incentive-compatible personnel selections, and separating market and fund performance when making incentive-compatible investments. Fortunately, the tendency to commit correspondence bias can be reduced. Making situational information easier to process debiases those most prone to correspondence bias. Data are available at https://doi.org/10.1287/mnsc.2016.2668 . This paper was accepted by Yuval Rottenstreich, judgment and decision making.

In the current study, a serious game was developed to address a training challenge: teaching players to recognize and mitigate their cognitive biases. Cognitive biases, which are human tendencies to commit systematic errors in thinking that lead to irrational judgments, are deeply ingrained and difficult to alter. This paper describes the theory-based approach we employed to create a game for the mitigation of cognitive biases – a challenging and abstract training topic. A cognitive bias framework that relates the target cognitive biases, their causes, and effective bias mitigation techniques was developed and incorporated into the game design. The resultant serious game, titled Missing: The Final Secret (hereinafter: Missing), pairs the most promising mitigation strategies with the primary causes of the targeted cognitive biases and incorporates them into game-play. Further, we present preliminary results from a game efficacy evaluation suggesting that Missing is an effective tool for training cognitive bias recognition and mitigation.

We report new evidence on the emotional, demographic, and situational correlates of boredom from a rich experience sample capturing 1.1 million emotional and time-use reports from 3,867 U.S. adults. Subjects report boredom in 2.8% of the 30-min sampling periods, and 63% of participants report experiencing boredom at least once across the 10-day sampling period. We find that boredom is more likely to co-occur with negative, rather than positive, emotions, and is particularly predictive of loneliness, anger, sadness, and worry. Boredom is more prevalent among men, youths, the unmarried, and those of lower income. We find that differences in how such demographic groups spend their time account for up to one third of the observed differences in overall boredom. The importance of situations in predicting boredom is additionally underscored by the high prevalence of boredom in specific situations involving monotonous or difficult tasks (e.g., working, studying) or contexts where one's autonomy might be constrained (e.g., time with coworkers, afternoons, at school). Overall, our findings are consistent with cognitive accounts that cast boredom as emerging from situations in which engagement is difficult, and are less consistent with accounts that exclusively associate boredom with low arousal or with situations lacking in meaning. (PsycINFO Database Record

In this article, we report on a serious game development approach, characterized by combining theory-based design with an iterative development strategy guided by experimental test and evaluation. We describe two serious games that teach the mitigation of cognitive biases (human tendencies to commit systematic errors in thinking that lead to irrational judgments). Cognitive biases tend to be deeply ingrained and early attempts to reduce biases with training have met with little success. We address this training challenge using bias mitigation theory derived from the literature and an instructional framework to establish the educational content of each game. The mitigation effects of the games were measured through multiple experiment cycles, and multiple play-testing campaigns were conducted to inform instructional model and game design revisions. The final game versions achieved a medium-to-large training effect following a single play session.

From failures of intelligence analysis to misguided beliefs about vaccinations, biased judgment and decision making contributes to problems in policy, business, medicine, law, education, and private life. Early attempts to reduce decision biases with training met with little success, leading scientists and policy makers to focus on debiasing by using incentives and changes in the presentation and elicitation of decisions. We report the results of two longitudinal experiments that found medium to large effects of one-shot debiasing training interventions. Participants received a single training intervention, played a computer game or watched an instructional video, which addressed biases critical to intelligence analysis (in Experiment 1: bias blind spot, confirmation bias, and fundamental attribution error; in Experiment 2: anchoring, representativeness, and social projection). Both kinds of interventions produced medium to large debiasing effects immediately (games ≥ −31.94% and videos ≥ −18.60%) that persisted at least 2 months later (games ≥ −23.57% and videos ≥ −19.20%). Games that provided personalized feedback and practice produced larger effects than did videos. Debiasing effects were domain general: bias reduction occurred across problems in different contexts, and problem formats that were taught and not taught in the interventions. The results suggest that a single training intervention can improve decision making. We suggest its use alongside improved incentives, information presentation, and nudges to reduce costly errors associated with biased judgments and decisions.

People exhibit a bias blind spot: they are less likely to detect bias in themselves than in others. We report the development and validation of an instrument to measure individual differences in the propensity to exhibit the bias blind spot that is unidimensional, internally consistent, has high test-retest reliability, and is discriminated from measures of intelligence, decision-making ability, and personality traits related to self-esteem, self-enhancement, and self-presentation. The scale is predictive of the extent to which people judge their abilities to be better than average for easy tasks and worse than average for difficult tasks, ignore the advice of others, and are responsive to an intervention designed to mitigate a different judgmental bias. These results suggest that the bias blind spot is a distinct metabias resulting from naïve realism rather than other forms of egocentric cognition, and has unique effects on judgment and behavior. This paper was accepted by Yuval Rottenstreich, judgment and decision making.

A revolution in the science of emotion has emerged in recent decades, with the potential to create a paradigm shift in decision theories. The research reveals that emotions constitute potent, pervasive, predictable, sometimes harmful and sometimes beneficial drivers of decision making. Across different domains, important regularities appear in the mechanisms through which emotions influence judgments and choices. We organize and analyze what has been learned from the past 35 years of work on emotion and decision making. In so doing, we propose the emotion-imbued choice model, which accounts for inputs from traditional rational choice theory and from newer emotion research, synthesizing scientific models. Expected final online publication date for the Annual Review of Psychology Volume 66 is November 30, 2014. Please see http://www.annualreviews.org/catalog/pubdates.aspx for revised estimates.

Fashion is an essential part of human experience and an industry worth over $1.7 trillion. Important choices such as hiring or dating someone are often based on the clothing people wear, and yet we understand almost nothing about the objective features that make an outfit fashionable. In this study, we provide an empirical approach to this key aesthetic domain, examining the link between color coordination and fashionableness. Studies reveal a robust quadratic effect, such that that maximum fashionableness is attained when outfits are neither too coordinated nor too different. In other words, fashionable outfits are those that are moderately matched, not those that are ultra-matched ("matchy-matchy") or zero-matched ("clashing"). This balance of extremes supports a broader hypothesis regarding aesthetic preferences-the Goldilocks principle-that seeks to balance simplicity and complexity.