Vision IQ

Curse of Knowledge The Curse of Knowledge is a cognitive bias wherein individuals with specific knowledge or expertise assume that others have the same background information or understanding. This bias can lead to miscommunication, as experts overestimate the knowledge base of their audience. This concept is particularly relevant in areas requiring effective information dissemination, such as education and communication. Discovery and Evolution of the Concept The term "Curse of Knowledge" was introduced in 1989 by economists Colin Camerer, George Loewenstein, and Martin Weber. Their research primarily focused on market dynamics and decision-making, but the implications of their findings extended into various domains, including communication and education. The discovery underscored a fundamental challenge in human communication: the difficulty experts face in imagining what it is like not to know something they understand deeply. Characteristics and Contributing Factors Exper

False Consensus Effect The term "False Consensus Effect" was first introduced by Lee Ross and his colleagues in a 1977 study. They conducted a series of experiments where participants were asked to read about situations in which a conflict occurred and then to estimate the popularity of their own responses among other people. Consistently, they found that participants overestimated the extent to which others shared their opinions and behaviours, a phenomenon they labelled the "false consensus effect." "The False Consensus Effect is a cognitive bias that occurs when individuals overestimate the extent to which their beliefs, opinions, preferences, values, and habits are normal and typical of those of others. Essentially, it is the tendency to assume that others share the same or similar views, behaviours, and attitudes as oneself. This bias leads people to believe that their own personal qualities, characteristics, beliefs, and actions are relatively widespread

Authority Bias The discovery and understanding of authority bias have evolved over time, primarily through social psychology research. While it is challenging to pinpoint a single individual who 'discovered' authority bias, the concept gained significant attention through the work of Stanley Milgram in the 1960s. Milgram's famous obedience experiments, where participants were instructed to administer what they believed were painful electric shocks to another person, dramatically demonstrated how people are willing to follow orders from an authority figure, even when these orders conflict with their personal conscience. Authority bias is a cognitive bias that leads individuals to attribute greater accuracy, credibility, and worth to the opinions, suggestions, or orders of individuals in positions of authority, even when there are clear indications that these authorities might be wrong or lack evidence-based rationale. This bias reflects the human tendency to conform to those

Hindsight Bias Hindsight bias was first identified and studied by psychologist Baruch Fischhoff in the 1970s. Fischhoff's pioneering work revealed how people consistently distorted their memories of what they believed before an event occurred to match what actually happened. This discovery was a significant contribution to the field of psychology and decision-making. Hindsight bias is a cognitive phenomenon where people believe that they had accurately predicted or expected the outcome beforehand after an event has occurred, even if they did not. This bias is sometimes referred to as the "knew-it-all-along" effect or "creeping determinism." It reflects a common tendency in human cognition to see events as being more predictable than they were once the outcomes are known. Some of the critical characteristics of hindsight bias are as follows- Altered Memory:   People often misremember their earlier opinions or predictions to align with actual outcomes. The feeling

  Groupthink The concept of 'Groupthink' was first identified and named by psychologist Irving Janis in 1972. Through his research, Janis observed that a desire for harmony and conformity within a group could lead to irrational and dysfunctional decision-making outcomes. He noticed that group members often refrained from expressing dissenting views or questioning the prevailing opinion to preserve group unity. This phenomenon was particularly evident when the group was insulated from outside opinions, and there was strong, directive leadership. Groupthink can be defined as: "A psychological phenomenon where the desire for consensus and cohesiveness within a group leads to suppressed conflict and overlooked alternatives, resulting in irrational or dysfunctional decision-making. It occurs when a group prioritises harmony and conformity over critical evaluation of diverse ideas and perspectives." Example: Imagine a faculty meeting where teachers discuss a new curriculum

Survivorship Bias Explanation: Survivorship bias is a cognitive error where we emphasise the triumphs or individuals who have succeeded while neglecting or underestimating those who faced failure or didn't reach their goals. Survivorship bias arises when we only consider the 'survivors' or successes in a given scenario, leading to a lopsided and often overly optimistic view of reality. This bias can distort our understanding of success, risk, and the factors contributing to outcomes in various fields. Abraham Wald and World War II Aircraft: Abraham Wald's contribution during World War II serves as a foundational example of recognising and addressing survivorship bias. The military observed bullet holes in the aircraft returning from missions and initially proposed reinforcing those areas. However, Wald noted that these were the areas where aircraft could sustain damage and still return safely. The critical insight was that the undamaged areas on these returning planes w

Introduction Storytelling, emerging alongside language, is a universal cultural cornerstone that narrates humanity's journey through visual art, oral traditions, and written tales. From ancient cave drawings in France to Aboriginal Australians' Dreamtime narratives, Storytelling has captured the human saga for up to 30,000 years. In India, diverse practices like Purana-Pravachana and Kathakalakshepa blend spirituality, music, and moral teachings. Across ages, Storytelling has preserved identities, educated generations, and facilitated empathy. Evolving across mediums, it remains a key conduit for shared experience, reflecting the depth of human creativity and the breadth of our shared heritage. In school education's dynamic and ever-evolving landscape, storytelling stands out as a transformative tool, especially narrative storytelling. It aligns seamlessly with the principles of constructivism, a learning theory that has gained significant traction for its student-centred a