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Instructional influence on learning and decision making with respect to cognitive functioning

Published online by Cambridge University Press:  23 March 2020

D. Frydecka ,
J. Drapała  and
B. Misiak
D. Frydecka*
Affiliation:
Wroclaw, Poland
J. Drapała
Affiliation:
Wroclaw University of Technology, Faculty of Computer Science and Management, Wroclaw, Poland
B. Misiak
Affiliation:
Wroclaw Medical University, Department of Genetics, Wrocław, Poland
*
*Corresponding author.

Abstract

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Introduction

Humans learn how to behave both through rules and instructions (explicit learning) as well as through environmental experiences (implicit learning). It has been shown that instructions can powerfully control people's choices, often leading to a confirmation bias.

Aim

To explore confirmation bias with respect to cognitive functioning in healthy adult participants.

Methods

We recruited 25 healthy adult control subjects (9 males, 16 females, age 31.40 ± 6.08 years). Participants completed Repeatable Battery of Neuropsychological Status (RBANSS) as well as Instructed Version of Probabilistic Selection Task (IPST) (Doll et al., 2009).

Results

Based on the performance on IPST into two groups: a group with higher and lower susceptibility to confirmation bias. We found no difference between these groups with respect to any of the cognitive domains measured with RBANSS (immediate memory, visuospatial abilities, language, attention and delayed memory) (U Mann-Whitney test, P > 0.05).

Conclusion

In healthy adults, susceptibility to confirmation bias is independent of cognitive functioning (immediate and delayed memory, visuospatial abilities, language and attention).

Disclosure of interest

The authors have not supplied their declaration of competing interest.

Type
EV335
Information
European Psychiatry , Volume 33 , Issue S1: Abstracts of the 24th European Congress of Psychiatry , March 2016 , pp. S368
Copyright
Copyright © European Psychiatric Association 2016
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