Difference between revisions of "List of illusions of understanding"
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| + | An '''illusion of understanding''' or '''illusion of knowing''' is a form of poor [[metacognition]] in which one thinks one knows something that one does not in fact know. An illusion of understanding can happen in both [[explainer]]s and [[learner]]s. | ||
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{| class="sortable wikitable" | {| class="sortable wikitable" | ||
|- | |- | ||
! Name !! Description !! Whom does this illusion afflict? !! Example | ! Name !! Description !! Whom does this illusion afflict? !! Example | ||
|- | |- | ||
| − | | [[Illusion of transparency]] || || [[Explainer]] || | + | | [[Illusion of transparency]]/curse of knowledge || || [[Explainer]] || |
|- | |- | ||
| [[Double illusion of transparency]] || || [[Explainer]] and [[learner]] simultaneously || | | [[Double illusion of transparency]] || || [[Explainer]] and [[learner]] simultaneously || | ||
|- | |- | ||
| [[Illusion of explanatory depth]] || || [[Learner]] || | | [[Illusion of explanatory depth]] || || [[Learner]] || | ||
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| + | | Illusions of the outsourced mind [https://www.coursera.org/lecture/intellectual-humility-science/illusions-of-the-outsourced-mind-74bDf] || || || | ||
|- | |- | ||
| [[wikipedia:Illusory superiority|Illusory superiority]] || || [[Explainer]] and [[learner]] (not necessarily simultaneously) || | | [[wikipedia:Illusory superiority|Illusory superiority]] || || [[Explainer]] and [[learner]] (not necessarily simultaneously) || | ||
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| [[wikipedia:Impostor syndrome|Impostor syndrome]] || || [[Explainer]] and [[learner]] (not necessarily simultaneously) || | | [[wikipedia:Impostor syndrome|Impostor syndrome]] || || [[Explainer]] and [[learner]] (not necessarily simultaneously) || | ||
|} | |} | ||
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| + | "Rereading a chapter a second time, for example, can provide a sense of familiarity or perceptual fluency that we interpret as understanding or comprehension, but may actually be a product of low-level perceptual priming. Similarly, information coming readily to mind can be interpreted as evidence of learning, but could instead be a product of cues that are present in the study situation, but that are unlikely to be present at a later time. We can also be misled by our current performance. Conditions of learning that make performance improve rapidly often fail to support long-term retention and transfer, whereas conditions that create challenges and slow the rate of apparent learning often optimize long-term retention and transfer." [https://teaching.yale-nus.edu.sg/wp-content/uploads/sites/25/2016/02/Making-Things-Hard-on-Yourself-but-in-a-Good-Way-2011.pdf (Bjork and Bjork)] | ||
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| + | http://johnsalvatier.org/blog/2017/reality-has-a-surprising-amount-of-detail (I think this post reinvents the "illusion of explanatory depth" idea) | ||
Latest revision as of 23:30, 12 February 2019
An illusion of understanding or illusion of knowing is a form of poor metacognition in which one thinks one knows something that one does not in fact know. An illusion of understanding can happen in both explainers and learners.
| Name | Description | Whom does this illusion afflict? | Example |
|---|---|---|---|
| Illusion of transparency/curse of knowledge | Explainer | ||
| Double illusion of transparency | Explainer and learner simultaneously | ||
| Illusion of explanatory depth | Learner | ||
| Illusions of the outsourced mind [1] | |||
| Illusory superiority | Explainer and learner (not necessarily simultaneously) | ||
| Impostor syndrome | Explainer and learner (not necessarily simultaneously) |
"Rereading a chapter a second time, for example, can provide a sense of familiarity or perceptual fluency that we interpret as understanding or comprehension, but may actually be a product of low-level perceptual priming. Similarly, information coming readily to mind can be interpreted as evidence of learning, but could instead be a product of cues that are present in the study situation, but that are unlikely to be present at a later time. We can also be misled by our current performance. Conditions of learning that make performance improve rapidly often fail to support long-term retention and transfer, whereas conditions that create challenges and slow the rate of apparent learning often optimize long-term retention and transfer." (Bjork and Bjork)
http://johnsalvatier.org/blog/2017/reality-has-a-surprising-amount-of-detail (I think this post reinvents the "illusion of explanatory depth" idea)
