学生の認知バイアスを減らすための教育アプローチの体系的なレビューとメタ分析
Ghassani Swaryandini1, Jessica Graham1, Shantell Griffith1
1School of Psychology, The University of Queensland, Brisbane, Queensland, Australia.
Nature human behaviour
|August 26, 2025
まとめ
認知バイアスを減らすための 教育的なデバイアストレーニングは 小さくても 重要な改善をもたらします しかし,現実世界の意思決定への影響と効果的な教育戦略を確認するには,さらなる研究が必要です.
科学分野:
- 認知心理学
- 教育心理学
- 意思決定科学
背景:
- 認知バイアスは判断や意思決定に 大きく影響します
- 認知バイアスへの抵抗は 合理性の鍵です
- 教育環境はデビアージングの介入の 可能性のある場です
研究 の 目的:
- 教育環境におけるデバイジング訓練の有効性を体系的に検討し,メタ分析する.
- 認知バイアスを減らすための教育介入の影響を定量化する.
- 教育における課題と将来の研究方向を探求する.
主な方法:
- 54件のランダム化対照試験の体系的レビュー
- 10,941人の参加者からの383の効果サイズをメタ分析した.
- 確認バイアスのような 特定のバイアスを減らすための 認知戦略に焦点を当ててください
主要な成果:
- 教育的な介入は,バイアスを減らすのに小さな,有意な改善を示しました (g = 0. 26).
- 代表性のヒューリスティックのような特定のバイアスは 訓練に抵抗性があることが判明しました
- 学習したデバイジングスキルの深さや 授業外での移転性については懸念がある.
結論:
- 教育的な介入は 特定のタスクの認知バイアスを 減らすことができます
- 現実世界の意思決定の改善を評価するにはさらなる研究が必要である.
- デビアジングのための最適な教育方法の特定は極めて重要です.
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