FRINK Linked Data Fragments server

Matches in SemOpenAlex for { <https://semopenalex.org/work/W2296253368> ?p ?o ?g. }

• W2296253368 abstract "To catch a liar: The effects of truthful and deceptive testimony on inferential learning Robert Montague 1 , Daniel J. Navarro 2 , Amy Perfors 2 , Russell Warner 1 , & Patrick Shafto 1 Department of Psychological and Brain Sciences, University of Louisville School of Psychology, University of Adelaide and focus on superficial cues to deception in one-off situations. We are interested in how deceptive interactions play out over time. For example, guilty criminal suspects often try to convince the police of their innocence. In response, police officers verify as many details of their testimony as possible and then decide whether to continue to focus on the suspect or pursue other leads. Analogously, consider a game in which a learner tries to learn a rectangular concept based on clues provided by an informant, who may be deceptive or helpful (see Figure 1). Like the police, the learner can ask the informant or gather information on their own. Like the suspect, the informant can lie or tell the truth, providing helpful or evasive information. To optimize learning, the learner must infer whether the informant is helpful or deceptive in order to decide whether to continue asking for help or gather information on his own. Learners can also verify their information by investigating different points independently. Abstract Much of what people learn is based on the testimony of others, but not all testimony is helpful. This study explores how people deceive and how they deal with deceptive information in the context of a conceptual learning task. Participants play a game in which a learner infers the location of a rectangle based on the testimony of an informant, who is either helpful or deceptive. We investigate the behavior of both informants and learners in this scenario. On the informant level, we demonstrate that people provide different information depending on whether they are helpful or deceptive. Although deceptive informants do lie outright, they more often opt to mislead. From the learner’s perspective, we show that people do choose to verify information but no more often when the informant is deceptive. Despite this, we also find that learners are capable of accurately identifying who is deceptive and who is helpful. We conclude by examining common strategies used in the two conditions and their implications in real-world settings. Keywords: Lies; Pedagogical reasoning; Testimony. Introduction Much of what people learn is based on the testimony of others. Unfortunately, not all informants are well intentioned. For example, law enforcement officials must often reconstruct a series of events based only on information obtained from witnesses and suspects, some of whom may attempt to deceive the authorities. For deceptive informants, there are many possible strategies: do they deceive by lying outright or by providing unhelpful information? Similarly for learners, do people attempt to verify a potential deceiver’s testimony? How do the results of this interaction affect people’s ability to recognize deception? Most of the research in this area has focused on people’s ability to recognize deception using its verbal and nonverbal characteristics (Brandt, Miller, & Hocking, 1982; DePaulo, Stone, & Lassiter, 1985; DeTruck & Miller, 1985; Littlepage & Pineault, 1985; Buller, Strzyzewski, & Hunsaker, 1991; Burgoon, Buller, & Floyd, 2001; Bond & DePaulo, 2006). A typical deception detection study involves participants watching video clips of people either truthfully or falsely describing an experience or opinion. Based only on that information, participants are asked to distinguish the honest statements from the lies. Most people, including police officers, judges, and psychiatrists, perform at close to chance levels (Ekman & O'Sullivan, 1991). These results typically ignore the content of the information Figure 1a Y$ Y Y$ Figure 1c Figure 1b N Y Y N Y Figure 1: The solid black line represents the rectangle presented to the informant. The task of the informant is to enable the learner to guess the rectangle by providing interior (Y) and exterior (N) points. The learner can also independently explore certain points to verify ($ indicates a verified interior point, X a verified exterior point). The broken black line represents the learner’s attempt in that trial to reproduce the informant’s rectangle. Figure 1a shows a successful cooperative strategy with verified corner hints. Figure 1b shows deceptive hints that were exposed as lies. Figure 1c shows how hints can be truthful but unhelpful. Prior studies of inferential learning suggest that an informant’s intentions affect what information they provide. In a study using the game described above, informants were instructed to provide helpful examples for their learners (Shafto & Goodman, 2008). These informants provided interior points that marked the rectangle’s corners or exterior points that marked its boundaries significantly more often than chance would predict. This suggests that helpful" @default.
• W2296253368 created "2016-06-24" @default.
• W2296253368 creator A5015137326 @default.
• W2296253368 creator A5015419380 @default.
• W2296253368 creator A5045288622 @default.
• W2296253368 creator A5057403074 @default.
• W2296253368 creator A5059022198 @default.
• W2296253368 date "2011-01-01" @default.
• W2296253368 modified "2023-09-23" @default.
• W2296253368 title "To catch a liar: The effects of truthful and deceptive testimony on inferential learning" @default.
• W2296253368 cites W1505159691 @default.
• W2296253368 cites W1545095810 @default.
• W2296253368 cites W1863923588 @default.
• W2296253368 cites W2039751079 @default.
• W2296253368 cites W2048084929 @default.
• W2296253368 cites W2055961141 @default.
• W2296253368 cites W2055978134 @default.
• W2296253368 cites W2075359029 @default.
• W2296253368 cites W2113335527 @default.
• W2296253368 cites W2130941360 @default.
• W2296253368 cites W2136275365 @default.
• W2296253368 hasPublicationYear "2011" @default.
• W2296253368 type Work @default.
• W2296253368 sameAs 2296253368 @default.
• W2296253368 citedByCount "3" @default.
• W2296253368 countsByYear W22962533682017 @default.
• W2296253368 countsByYear W22962533682018 @default.
• W2296253368 countsByYear W22962533682019 @default.
• W2296253368 crossrefType "journal-article" @default.
• W2296253368 hasAuthorship W2296253368A5015137326 @default.
• W2296253368 hasAuthorship W2296253368A5015419380 @default.
• W2296253368 hasAuthorship W2296253368A5045288622 @default.
• W2296253368 hasAuthorship W2296253368A5057403074 @default.
• W2296253368 hasAuthorship W2296253368A5059022198 @default.
• W2296253368 hasConcept C10138342 @default.
• W2296253368 hasConcept C11171543 @default.
• W2296253368 hasConcept C120665830 @default.
• W2296253368 hasConcept C121332964 @default.
• W2296253368 hasConcept C151730666 @default.
• W2296253368 hasConcept C15744967 @default.
• W2296253368 hasConcept C162324750 @default.
• W2296253368 hasConcept C180747234 @default.
• W2296253368 hasConcept C182306322 @default.
• W2296253368 hasConcept C187736073 @default.
• W2296253368 hasConcept C192209626 @default.
• W2296253368 hasConcept C2776437466 @default.
• W2296253368 hasConcept C2777359062 @default.
• W2296253368 hasConcept C2778223634 @default.
• W2296253368 hasConcept C2779267917 @default.
• W2296253368 hasConcept C2779343474 @default.
• W2296253368 hasConcept C2780451532 @default.
• W2296253368 hasConcept C73484699 @default.
• W2296253368 hasConcept C77805123 @default.
• W2296253368 hasConcept C86803240 @default.
• W2296253368 hasConceptScore W2296253368C10138342 @default.
• W2296253368 hasConceptScore W2296253368C11171543 @default.
• W2296253368 hasConceptScore W2296253368C120665830 @default.
• W2296253368 hasConceptScore W2296253368C121332964 @default.
• W2296253368 hasConceptScore W2296253368C151730666 @default.
• W2296253368 hasConceptScore W2296253368C15744967 @default.
• W2296253368 hasConceptScore W2296253368C162324750 @default.
• W2296253368 hasConceptScore W2296253368C180747234 @default.
• W2296253368 hasConceptScore W2296253368C182306322 @default.
• W2296253368 hasConceptScore W2296253368C187736073 @default.
• W2296253368 hasConceptScore W2296253368C192209626 @default.
• W2296253368 hasConceptScore W2296253368C2776437466 @default.
• W2296253368 hasConceptScore W2296253368C2777359062 @default.
• W2296253368 hasConceptScore W2296253368C2778223634 @default.
• W2296253368 hasConceptScore W2296253368C2779267917 @default.
• W2296253368 hasConceptScore W2296253368C2779343474 @default.
• W2296253368 hasConceptScore W2296253368C2780451532 @default.
• W2296253368 hasConceptScore W2296253368C73484699 @default.
• W2296253368 hasConceptScore W2296253368C77805123 @default.
• W2296253368 hasConceptScore W2296253368C86803240 @default.
• W2296253368 hasIssue "33" @default.
• W2296253368 hasLocation W22962533681 @default.
• W2296253368 hasOpenAccess W2296253368 @default.
• W2296253368 hasPrimaryLocation W22962533681 @default.
• W2296253368 hasRelatedWork W1590937936 @default.
• W2296253368 hasRelatedWork W1886924337 @default.
• W2296253368 hasRelatedWork W2047451112 @default.
• W2296253368 hasRelatedWork W2055077541 @default.
• W2296253368 hasRelatedWork W2059011926 @default.
• W2296253368 hasRelatedWork W2119648849 @default.
• W2296253368 hasRelatedWork W2152366489 @default.
• W2296253368 hasRelatedWork W2169263746 @default.
• W2296253368 hasRelatedWork W2222174122 @default.
• W2296253368 hasRelatedWork W2477308551 @default.
• W2296253368 hasRelatedWork W2567665050 @default.
• W2296253368 hasRelatedWork W2593994720 @default.
• W2296253368 hasRelatedWork W2776180143 @default.
• W2296253368 hasRelatedWork W2947282362 @default.
• W2296253368 hasRelatedWork W2948319516 @default.
• W2296253368 hasRelatedWork W2969795219 @default.
• W2296253368 hasRelatedWork W3112260658 @default.
• W2296253368 hasRelatedWork W3156464994 @default.
• W2296253368 hasRelatedWork W40691657 @default.
• W2296253368 hasRelatedWork W1568911294 @default.
• W2296253368 hasVolume "33" @default.
• W2296253368 isParatext "false" @default.

• next