2026-09-22T17:20:11Zhttps://wakespace.lib.wfu.edu/server/oai/request

oai:null:10339/571492026-09-02T11:56:26Zcom_10339_14934col_10339_38132

Rubin, Asher Landey 2015-06-23T08:35:53Z 2015-12-22T09:30:09Z 2015 https://wakespace.lib.wfu.edu/handle/10339/57149 When attempting to learn probabilities and covariations between causes and effects from experience, people experience a surprising deficit in turning repeated exposures of a stimulus into knowledge of the stimulus’ pattern. People fail to detect even perfect cause-effect relationships as such. The current study tested counterfactual thinking (i.e., mentally simulating alternatives to reality) as a potential mechanism underlying this deficit in learning by manipulating the participation level of the participants (observation vs. prediction). It is proposed that counterfactual thoughts interfere with the memory of the repeated exposures of cause-effect relationships and therefore inhibit experiential learning itself. The current study also attempted to demonstrate the role of cognitive load in this phenomenon. A significant effect of Task Role (observers vs. predictors) was found for both counterfactual generation and bias detection. Findings are discussed in light of learning theory, future research directions, and applied implications. en Wake Forest University Counterfactual thoughts Experiential learning Judgement and Decision Making Social psychology The Detection of Stimulus Bias and the Role of Counterfactual Thinking Thesis Petrocelli, John V Seta, Catherine E Louden, Allan D Stone, Eric R Psychology 2015-12-22 open.access